[{"id":53,"date":"2021-04-18T14:52:50","date_gmt":"2021-04-18T14:52:50","guid":{"rendered":"http:\/\/edspace.american.edu\/jc3157a\/?page_id=53"},"modified":"2021-04-18T14:52:50","modified_gmt":"2021-04-18T14:52:50","slug":"reflections-2","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/jc3157a\/reflections-2\/","title":{"rendered":"Reflections"},"content":{"rendered":"<ul>\n<li><strong>A summary of your completed team project<\/strong><\/li>\n<\/ul>\n<p>As a group we couldn\u2019t help but see the need for sustainable means of food production in urban communities, the excessive pollution in city centers, the epidemic of food deserts, and the pervasive nature of environmental racism.<\/p>\n<p>After months of research, we found that community agriculture and urban gardens can work to reduce climate change, promote food security, encourage community engagement, improve community relations, and increase the health of the general public.<\/p>\n<p>We organized a social media campaign, an information campaign aimed at disseminating information through Instagram and Facebook Posts. The culmination of our work was a planned Zoom Seminar event with practitioners from the Urban Gardening field; Ibti Vincent of FoodPrints, Alex Morales of the Bridgeport Green Village Initiative, and Professorial Lecturer Victoria Kiechel of American University.<\/p>\n<p>Instead of planting seeds in our own community garden locally in DC, we hoped to inspire dozens of individuals to plant seeds in their own communities. We spread a plethora of valuable information and our event answered a lot of the important questions that arise to better prepare anyone interested in starting their own garden. From the reviews and comments, we received after the event\u2019s conclusion, we\u2019re confident in asserting our project accomplished everything we hoped for and exceeded our expectations in every way.<\/p>\n<ul>\n<li><strong>A reflection on your growth as a leader at American University this past academic year<\/strong><\/li>\n<\/ul>\n<p>Over the past year, I\u2019ve grown in so many ways; chiefly in the area of self-awareness. I\u2019ve learned so much about myself, found words for what I once thought was indescribable, and realized the importance and potential that mistakes have in changing anything, from my life to a simple outcome of a project.<\/p>\n<p>Learning my specific style of leadership, fine tuning the hyperaware, overanalytical, and meticulous nature of my preferred leadership methods have overwhelmingly helped, not just with the group project this year but group projects throughout both the fall and spring semester <em>and <\/em>personal projects, assignments, and tasks outside of academia.<\/p>\n<p>A specific instance of this was a mistake I made during our canvassing for participants to speak at our Zoom event. I though my mistake would cost us the success of our event and that pushed me to work harder to provide for my team; if it weren\u2019t for my analytical or meticulous nature, I might not have acted in the way that I did. Self-awareness is of utmost importance to me, even more so thanks to the level of growth I\u2019ve experienced this year.<\/p>\n<ul>\n<li><strong>A reflection on the team dynamics of your group during the implementation phase of your project<\/strong><\/li>\n<\/ul>\n<p>Due to the COVID 19 pandemic, we were not able to do everything that we wanted; but circumstances that require individuals to compromise are common. As a team, we learned that we should always be prepared to deal with those situations.\u00a0Having a plan B, C, D, B2, C2, and D2 is super crucial to success and it definitely helped us to fight through those moments of doubt.<\/p>\n<p>Communication is key. If I could reflect on the dynamics of our team and the most important aspects of it in one sentence, that would be it. We flourished when we communicated, and we struggled when we didn\u2019t. We worked to limit those instances of minimal communication and in the end, we presented an amazingly successful project that went far better than any of us could have hoped for.<\/p>\n<p>Our group is cohesive and cooperative, we\u2019re all phenomenal at listening to one another and had absolutely no issues deliberating with one another. Through those hard moments, we all leaned on one another, we pulled one another up, and we came to trust and love one another. A team that becomes friends, becomes family, and that\u2019s just what we did.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A summary of your completed team project As a group we couldn\u2019t help but see the need for sustainable means of food production in urban communities, the excessive pollution in city centers, the epidemic of food deserts, and the pervasive nature of environmental racism. After months of research, we found that community agriculture and urban &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/edspace.american.edu\/jc3157a\/reflections-2\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Reflections&#8221;<\/span><\/a><\/p>\n","protected":false},"author":3367,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-53","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages\/53","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/users\/3367"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/comments?post=53"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages\/53\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/media?parent=53"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":19,"date":"2020-07-06T19:51:54","date_gmt":"2020-07-06T19:51:54","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=19"},"modified":"2021-04-18T01:57:42","modified_gmt":"2021-04-18T01:57:42","slug":"work-sample","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/jc3157a\/work-sample\/","title":{"rendered":"Work Sample"},"content":{"rendered":"<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1aWf4SyLhvynyRfEuW9vRPQzicDtwsznWq5gwCKLWkkU\/export?format=pdf\">PDF Copy Here<\/a><\/p>\n<p><strong>The Student Led Victory of Public Act No. 19-12<\/strong><\/p>\n<p>As students become more and more involved in the running of their schools, one often hears of the disappointments and losses these students endure at the hands of out-of-touch policy makers. The same can\u2019t be said of the Connecticut students who championed Public Act No.19-12, mandating high schools across the state to offer courses in Black, Latino, and Puerto Rican studies. To be enforced by the fall of 2022, the bill, proposed by the state legislature comes after roughly two years of heightened racial and political tensions. Many view it as a very impactful way to educate and empower marginalized youth in the state, one educator mentioned she believes students are often \u201cbogged down with curriculum, and some of that curriculum does not include people of color, (Kountz, 2021).\u201d At face value, this bill meets the needs some students claim to have, educates those who are completely unaware of the trials and tribulations marginalized communities face, and aims to empower all students to answer a call and fight for social justice.<\/p>\n<p>Many news outlets reported on the passing of this bill because of its \u201cfirst-in-the-nation\u201d nature (Kountz, 2021), as Connecticut is the first state in the country to officially make ethnic studies such a requirement. These same news outlets left out other key aspects of the bill including, but not limited to, career and consumer education, cardiopulmonary resuscitation training (CPR), disease prevention, safe use of social media, dangers of gang membership, citizenship, economics, as well as Holocaust and genocide education and awareness (Connecticut Public Act 19-12, 2021). The Connecticut State Board of Education, the last obstacle for the requirement, voted unanimously to implement it, no one objected, on the board or otherwise. (<em>Governor Lamont Announces Connecticut Becomes First State in Nation To Require High Schools Provide Courses on Black and Latino Studies<\/em>\u00a02020). After and during a tense period of history, Connecticut policy makers of all levels heard community activists, students, and educators, and responded.<\/p>\n<p>It is important to note that this initiative was a triumph of youth activism and its implementation was something both students and educators were both advocating for. Thanks to its promotion by the Black and Hispanic Caucus, the initiative was adopted and pushed through the approval process. The State organized a 150-member advisory group, composed of 9 committees dedicated to: Research and Analysis, Focus Groups, Infrastructure Supports, Course Syllabus, two focused on Content Development, Integration and Assessment, Publications and Dissemination, and Professional Learning Plan (District Information Session, 2020). This analysis will focus solely on contextualizing the ethnic studies initiative being implemented, consisting of \u201cten comprehensive units\u201d divided into a \u201ctwo-pronged, inquiry-based approach\u201d full year course, one semester dedicated to Black and African American studies and another focusing on Puerto Rican and Latino studies, rather than the other components of the bill mentioned previously. (District Information Session, 2020). Connecticut State Senator Douglas McCrory (D-Hartford), a man of color, educator, and administrator emphasized that in both Hispanic Heritage Month and Black History Month, students get only a few names and important dates, but these yearlong courses will go beyond that, dig deeper, prepare them to be 21<sup>st<\/sup> century citizens, and members of their community (NBC Connecticut, 2021).<\/p>\n<p>Concerning its intent, Governor Ned Lamont notes that, \u201cIncreasing the diversity of what we teach is critical to providing students with a better understanding of who we are as a society and where we are going,\u201d the Governor went on to say, \u201cAdding this course in our high schools will be an enormous benefit not only to our Black and Latino students, but to students of all backgrounds because everyone can benefit from these studies.\u201d And finally added that, \u201cthis is a step that is long overdue, (<em>Governor Lamont Announces Connecticut Becomes First State in Nation To Require High Schools Provide Courses on Black and Latino Studies<\/em>\u00a02020)\u201d. Students will see themselves reflected in the curriculum throughout their high schools, allies, prospective allies, and educators will be afforded the opportunity to reflect and learn about the identities of their peers, and this initiative works as a giant first step in addressing the injustices faced by marginalized communities.<\/p>\n<p>Of youth activists who fought for ethnic studies in Arizona, Cabrera et al. (2013) wrote, \u201cThe organizers [&#8230;] were not only racially and socially economically oppressed, but they were also marginalized due to their age. [&#8230;] From the perspective of urban education, this means that youth should be represented when educational decisions made that affect their lives (Cabrera et al., 2013, p. 20-21).\u201d This statement emphasizes the emotions of teenagers in Connecticut and the driving force behind the initiative; as one teen told a 2019 Education Committee Public Hearing \u201c[b]eing both Black and Puerto Rican, I know very little about my histories other than the fact that slaves and genocide were involved in both, (Kountz, 2021)\u201d and finally students just like them have been heard.<\/p>\n<p>The Constitution State\u2019s high school students weren\u2019t the only vocal advocates, teachers, legislators, and community leaders all supported the notion. Senator McCrory, who introduced the legislation and co-chair of the Committee on Education said, \u201cIt was a humbling experience to hear students passionately call for the Black and Latino studies curriculum, and I thank them for it. Nelson Mandela once said, \u2018Education is the most powerful weapon which you can use to change the world,\u2019 and I hope this new curriculum will facilitate a greater understanding and appreciation of the many contributions made by Black and Latino Americans (<em>Governor Lamont Announces Connecticut Becomes First State in Nation To Require High Schools Provide Courses on Black and Latino Studies<\/em>\u00a02020).\u201d There were no objections of the policy in the state and despite false narratives concerning anti-American sentiment and other racist generalizations opponents of similar policies have utilized in states like Arizona, the Connecticut General Assembly lent bipartisan support, for even lawmakers, as removed as they can be, knew the impact would be overwhelmingly positive.<\/p>\n<p>Multicultural education founder and pioneer James A. Banks debated ethnic studies opponent Linda Chavez, who argued <em>American history <\/em>is the proper substitute for <em>ethnic studies <\/em>(Banks, 2012). Banks wrote:<\/p>\n<p>\u201cThis is a false dichotomy because ethnic studies is an integral part of US history and we cannot accurately teach the American story unless we teach about the ways in which it has been shaped and influenced by American ethnic groups \u2013 and how ethnic groups in the USA have both shaped and been shaped by their experiences in America. (Banks, 2012, p. 468).\u201d<\/p>\n<p>Banks touches on an impact that can\u2019t be held back by the location or demographic make-up of a school. Whether the school be rural, urban, or suburban, full of immigrants, Black students, or White students and it is thanks to sections within the Act that the majority of these statuses and statistics are irrelevant. When it comes to Connecticut\u2019s policy of ethnic studies and its impact, Sec. 2 of the Act mentions that the boards of education throughout the state can utilize materials whether they be public or private, bring in personnel and other resources, and accept gifts, donations, as well as grants to implement the curriculum (Connecticut Public Act No. 19-12, 2021). The Act also calls for annual evaluations of the curriculum to ensure that it meets the standards, and each district has what it needs to continue offering the courses (Connecticut Public Act No. 19-12, 2021). These provisions will help, as Banks later reiterated, recognize, value, publicly affirm, and thoughtfully examine the very diverse identities (Banks, 2012) of Connecticut students.<\/p>\n<p>Overall, after examining the views of educators, lawmakers, and of course students, the policy is a great success. Its impact on the lives of marginalized students, especially those Black and Latino who make up roughly thirty percent of Connecticut\u2019s students (<em>Governor Lamont Announces Connecticut Becomes First State in Nation To Require High Schools Provide Courses on Black and Latino Studies<\/em>,\u00a02020) will be extremely beneficial. The State Department of Education released a number of recommended infrastructures supports, many working to support the initiative. Some recommendations included were ensuring there was access for all and multiple pathways for learning, partnering with families and communities, establishing a \u201csafe space\u201d atmosphere in the classroom, continuously working to improve approach and content, and establishing staff best fit to teach the course with a shared responsibility amongst themselves (<em>Connecticut Public Act No. 19-12<\/em>. An Act Concerning the Inclusion of Black and Latino Studies in the Public School Curriculum, 2020).<\/p>\n<p>Despite not having clear instruction, the State is allowing schools to be flexible with their approach and this can serve as an added strength or weakness. One would hope districts will utilize multiple pathways for learning to open spaces to students with disabilities and special needs but until the policy is officially enacted, no data will be available regarding implementation plans until July of 2021. Another area the Act fails to address is professional development. In Connecticut, over 90% of students are Black and Hispanic whereas roughly 70% of their teachers are White (Gais et al., 2019). Whereas Black and Hispanic educators can speak from lived experiences and connect with their students, White educators just can\u2019t. Fernandez (2019) points out that:<\/p>\n<p>\u201cResearch suggests that Ethnic Studies teachers who engage in professional development to strengthen their knowledge of Ethnic Studies pedagogy (Tintiangco-Cubales et al., 2015) are more effective than those who don\u2019t. Thus, opportunities for training in this area are critical for teachers, their students, and their school districts to successfully implement and deliver Ethnic Studies programs (Fernandez, 2019, p. 187).\u201d<\/p>\n<p>&nbsp;<\/p>\n<p>The fact that the Connecticut policy is missing such a crucial piece of a multicultural education is a huge weakness, and one likely to be address in the months and years to follow after its implementation in the 2022 school year.<\/p>\n<p>In the words of now U.S. Secretary of Education, Miguel Cardona, \u201cThis curriculum acknowledges that by connecting the story of people of color in the U.S. to the larger story of American history. The fact is that more inclusive, culturally relevant content in classrooms leads to greater student engagement and better outcomes for all\u201d(<em>Governor Lamont Announces Connecticut Becomes First State in Nation To Require High Schools Provide Courses on Black and Latino Studies<\/em>\u00a02020). As a graduate of a Connecticut public high school, this policy initiative is very impactful and one can only imagine how the rising students of Connecticut public schools will feel when they\u2019re offered the opportunity to learn their own unique history, not from a grandparent\u2019s house, a library, or museum, but their classroom. One high ranking education official noted the engagement of an inquiry process and the manner in which these courses will absolutely ask students <em>how<\/em> they can take informed action and <em>what <\/em>they will do with the information they\u2019ve unraveled and discovered through their own inquiry and reflection (Kountz, 2021). The possibilities are undeniably endless.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp; PDF Copy Here The Student Led Victory of Public Act No. 19-12 As students become more and more involved in the running of their schools, one often hears of the disappointments and losses these students endure at the hands of out-of-touch policy makers. The same can\u2019t be said of the Connecticut students who championed &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/edspace.american.edu\/jc3157a\/work-sample\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Work Sample&#8221;<\/span><\/a><\/p>\n","protected":false},"author":3367,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-19","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages\/19","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/users\/3367"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/comments?post=19"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages\/19\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/media?parent=19"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":16,"date":"2020-07-06T19:51:54","date_gmt":"2020-07-06T19:51:54","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=16"},"modified":"2022-03-12T18:02:38","modified_gmt":"2022-03-12T18:02:38","slug":"about-me","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/jc3157a\/","title":{"rendered":"About Me"},"content":{"rendered":"<p><em><img fetchpriority=\"high\" decoding=\"async\" class=\"size-medium wp-image-36 alignright\" src=\"http:\/\/edspace.american.edu\/jc3157a\/wp-content\/uploads\/sites\/1684\/2020\/10\/86844B51-9E80-4B88-A95B-2EE77905E638-230x300.jpeg\" alt=\"\" width=\"230\" height=\"300\" srcset=\"https:\/\/edspace.american.edu\/jc3157a\/wp-content\/uploads\/sites\/1684\/2020\/10\/86844B51-9E80-4B88-A95B-2EE77905E638-230x300.jpeg 230w, https:\/\/edspace.american.edu\/jc3157a\/wp-content\/uploads\/sites\/1684\/2020\/10\/86844B51-9E80-4B88-A95B-2EE77905E638-786x1024.jpeg 786w, https:\/\/edspace.american.edu\/jc3157a\/wp-content\/uploads\/sites\/1684\/2020\/10\/86844B51-9E80-4B88-A95B-2EE77905E638-768x1000.jpeg 768w, https:\/\/edspace.american.edu\/jc3157a\/wp-content\/uploads\/sites\/1684\/2020\/10\/86844B51-9E80-4B88-A95B-2EE77905E638-1180x1536.jpeg 1180w, https:\/\/edspace.american.edu\/jc3157a\/wp-content\/uploads\/sites\/1684\/2020\/10\/86844B51-9E80-4B88-A95B-2EE77905E638-1573x2048.jpeg 1573w, https:\/\/edspace.american.edu\/jc3157a\/wp-content\/uploads\/sites\/1684\/2020\/10\/86844B51-9E80-4B88-A95B-2EE77905E638-scaled.jpeg 1966w\" sizes=\"(max-width: 230px) 100vw, 230px\" \/>\u00a0<\/em><em>&#8220;We must adjust to changing times and still hold to unchanging principles.&#8221; &#8211; Jimmy Carter<\/em><\/p>\n<p>Hi, I&#8217;m Josiah Carolina!<\/p>\n<p>I was born and raised in the largest city in Connecticut, Bridgeport, one of the biggest victims of income and social inequality in the country. I&#8217;m a freshman attending American University in Washington, D.C. Attending college is one of my biggest accomplishments, especially coming from where I do. \u00a0Making it this far is a huge indicator of the adversity I&#8217;ve had to overcome. I am currently pursuing a bachelor\u2019s degree in History, and a Certificate in Advanced Leadership Studies through the School of Public Affairs Leadership Program.<\/p>\n<p>A few months after accepting my spot at American University, I found out I was selected to be apart of the School of Public Affair&#8217;s Leadership Program. I was ecstatic. During my senior year, amid the Coronavirus Pandemic, I was working as an intern in the District Office of my Congressman, Jim Himes. After finding out I had been selected to join the Leadership Program, it was my immediate thought and aspiration to combine any and all skills and techniques I learn here with the experience and information I absorbed during many of my volunteer opportunities, to one day return to my home and effectively nurse the wounds imposed on the city by economic and social inequality for decades, by teaching high school social studies.<\/p>\n<p>I&#8217;ve never been afraid of speaking out and have always defended those who can&#8217;t always speak up for themselves. My natural leadership was something my mentors and educators always pointed out through out my schooling years and something I was even asked to display. On numerous occasions including the hiring of new administration members, accredidation events, and lobbying for gun control with one of my senators, Richard Blumenthal, my school asked me to represent them. Through the Leadership Program, I hope to sharpen these tools and develop skills with proven success to better combat the issues plaguing my community back home. Upon returning home in approximately four years, my goal is to be picked my community to represent them and finally represent them well. Speak up for the children struggling in school, the families suffering from gun violence, the single mothers struggling to keep the lights on and food on the table, and the disabled who&#8217;ve been disregarded for far too long.<\/p>\n<p>Ultimately, I want to bring these lessons, teach these skills, and promote these ideas to students so that they too, can combat these issues in their hometowns and their communities too. Bridgeport is not unique, it is simply one of several victim communities and cities and giving a voice to the voiceless can have nothing but good consequences for the communities just like mine.<\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0&#8220;We must adjust to changing times and still hold to unchanging principles.&#8221; &#8211; Jimmy Carter Hi, I&#8217;m Josiah Carolina! I was born and raised in the largest city in Connecticut, Bridgeport, one of the biggest victims of income and social inequality in the country. I&#8217;m a freshman attending American University in Washington, D.C. Attending college &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/edspace.american.edu\/jc3157a\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;About Me&#8221;<\/span><\/a><\/p>\n","protected":false},"author":3367,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-16","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages\/16","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/users\/3367"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/comments?post=16"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages\/16\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/media?parent=16"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":13,"date":"2020-07-06T19:51:54","date_gmt":"2020-07-06T19:51:54","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=13"},"modified":"2022-03-12T18:11:05","modified_gmt":"2022-03-12T18:11:05","slug":"resume","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/jc3157a\/resume\/","title":{"rendered":"Resume"},"content":{"rendered":"<div class=\"page\" title=\"Page 1\">\n<div class=\"section\">\n<div class=\"layoutArea\">\n<div class=\"column\"><strong>EDUCATION:<\/strong><br \/>\nAmerican University, College of Arts &amp; Sciences &amp; School of Public Affairs (SPA), Washington, D.C. May 2024 Bachelor of Arts in History and Minor in Political Science<br \/>\nGPA: 3.7<br \/>\nHonors:<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<ul>\n<li class=\"column\">Certificate in Advanced Leadership Studies, School of Public Affairs Leadership Program<\/li>\n<\/ul>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\"><strong>RELEVANT EXPERIENCE<\/strong><br \/>\n<em>Classroom Intern, Horizons National at Sacred Heart University <\/em><\/div>\n<div class=\"column\">June 2021 \u2013 Present<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\">\n<ul>\n<li>Work to provide literacy and math support to 6th grade students in 4:1 ratio<\/li>\n<li>Organize structured recess activities for groups of 15-25 students with a co-intern<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\"><em>Intern, District Office of Congressman Jim Himes (CT-04), Bridgeport, CT<\/em> January 2020 \u2013 March 2020<\/div>\n<div class=\"column\">Responsible for making and answering phone calls, completing casework, community outreach, research, andconstituent correspondence for the Congressman.<\/div>\n<div><\/div>\n<\/div>\n<div class=\"section\">\n<div class=\"layoutArea\">\n<div class=\"column\"><em>Social &amp; Emotional RULER Ambassador, Central High School, Bridgeport, CT<\/em> 2019 &#8211; 2020<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\">\n<ul>\n<li>Receive training and replicate services provided by Yale Center for Emotional Intelligence<\/li>\n<li>Assist classrooms and teachers in facilitating classroom settings which cater to, and acknowledge mental andemotional health of students and staff<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\"><strong>CAMPUS AND COMMUNITY SERVICE<\/strong><br \/>\n<em>Diversity, Equity, and Inclusion Outreach Director, American University Student Government<\/em> 2021 \u2013 Present<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\">\u2022 Communicate between student organizations and American University Undergraduate Senators<\/div>\n<div><\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\"><em>Students for the Advancement of Antiracist and Anti-bias Education President, American University<\/em> 2021 \u2013 Present<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\">Laid the foundations for a student organization dedicated to advancing principles of antiracism and anti-bias in<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\">both university and K-12 classrooms<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\">Facilitate panel discussions and organization dialogues of 5-25 individuals in both virtual and in-person spaces<\/div>\n<div><\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\"><em>American University Experience Peer Facilitator, American University<\/em> 2021 \u2013 Present<\/div>\n<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\">\n<ul>\n<li>Assist Instructor in developing assignments surrounding wellness, first-year experiences, and antiracism<\/li>\n<li>Lead and facilitate collective dialogue regarding antiracism, systemic inequality in higher education, resistance,<\/li>\n<li>identity, and liberation with groups of 15-25 students<\/li>\n<li><span style=\"font-size: 1rem\">Facilitate lesson plans and teach groups of 10-25 students aged 3-5 for 7 hours every 2 weeks.<\/span><\/li>\n<\/ul>\n<p><em>Volunteer\/Event Organizer<\/em><\/div>\n<div class=\"column\">2014 \u2013 Present<\/div>\n<ul>\n<li class=\"column\">Organized events to provide individuals experiencing houselessness in local communities with housing resources and medical care.<\/li>\n<li class=\"column\"><span style=\"font-size: 1rem\">Issue Group Member, Environment and Sustainability Leadership Team, Washington D.C. 2020-2021<\/span><\/li>\n<li class=\"column\"><span style=\"font-size: 1rem\">Participate in outreach and research surrounding social action project<\/span><\/li>\n<li class=\"column\"><span style=\"font-size: 1rem\">Interviewed a dozen academics and community leaders regarding institutional and environmental racism and its\u00a0impact on marginalized communities<\/span><\/li>\n<li class=\"column\"><span style=\"font-size: 1rem\">Organize social media information campaign raising awareness around urban sustainability and community gardens<\/span><\/li>\n<\/ul>\n<\/div>\n<div class=\"section\">\n<div class=\"layoutArea\">\n<div class=\"column\"><em>Sunday School Instructor, City Wide Church, Bridgeport, CT<\/em> 2015 \u2013 2021<\/div>\n<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\"><em>Preparatory College Student, Sacred Heart University Upward Bound Program, Fairfield, CT<\/em> 2016 \u2013 2020<\/div>\n<div class=\"column\"><em>Golfer, The First Tee, Fairfield, CT<\/em> 2008 \u2013 2018<\/div>\n<div class=\"column\"><em>Manager, Central High School Volleyball Team, Bridgeport, CT<\/em> 2019<\/div>\n<div class=\"column\">\n<strong>SKILLS<\/strong><\/div>\n<div class=\"column\"><span style=\"font-size: 1rem\">Computer: Microsoft Word, Excel, PowerPoint; Outlook; Google Suite; JSTOR; Adobe Photoshop; Congressional Research Service<\/span><\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\">Language: Spanish (reading, writing, conversational)<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>EDUCATION: American University, College of Arts &amp; Sciences &amp; School of Public Affairs (SPA), Washington, D.C. May 2024 Bachelor of Arts in History and Minor in Political Science GPA: 3.7 Honors: Certificate in Advanced Leadership Studies, School of Public Affairs Leadership Program RELEVANT EXPERIENCE Classroom Intern, Horizons National at Sacred Heart University June 2021 \u2013 &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/edspace.american.edu\/jc3157a\/resume\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Resume&#8221;<\/span><\/a><\/p>\n","protected":false},"author":3367,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-13","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages\/13","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/users\/3367"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/comments?post=13"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages\/13\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/media?parent=13"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":2,"date":"2020-07-06T19:51:54","date_gmt":"2020-07-06T19:51:54","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=2"},"modified":"2020-07-06T19:51:54","modified_gmt":"2020-07-06T19:51:54","slug":"reflections","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/jc3157a\/reflections\/","title":{"rendered":"My Reflectioins"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"","protected":false},"author":3367,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages\/2","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/users\/3367"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/comments?post=2"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/pages\/2\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/jc3157a\/wp-json\/wp\/v2\/media?parent=2"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}]