Education:

Bryn Mawr College

Bryn Mawr, PA • May, 2020

Magna Cum Laude (3.945 GPA); Honors in Major

A.B. in French and Francophone Literature

Minor In Education Studies 

Completed Coursework:

Introduction à l'analyse littéraire et culturelle I, Introduction to Modern Standard Arabic, Directions de la France contemporaine, Introduction to Linguistics, Modern Standard Arabic II, Le siècle des Lumières : La liberté ou la mort, Théorie en pratique : les humanités, Le Temps des virtuoses : La belle et la bête dans la littérature de la fin-du-siècle, Atelier d'écriture, Guerre et fiction, Éloges de l'ingratitude, Les grands mouvements de la peinture du dix-neuvième siècle, La littérature du dix-neuvième et vingtième siècle : Proust et ses contemporains, Zola et le naturalisme, La littérature pour enfants, La Rentrée littéraire, Études avancées : La Liberté ou la mort, Mémoire(s) francophone(s), Le théâtre et l'illusion, Études avancées : Baudelaire, Schools in American Cities, Critical Issues in Education, Special Education, Measuring Education, Advocating for Diversity in Higher Education, Theories of Change in Educational Institutions

Miscellaneous: 

Introduction to Creative Writing, Introduction to Logic, Independent Study

Course Highlights:

During my time as a French and Francophone Literature major at Bryn Mawr College, I had the opportunity to travel abroad on three separate occasions between the Summer of 2018 and the Summer of 2019. During the Summer of 2018 and the Summer of 2019, I lived and took graduate-level literature courses at the renowned Institut d'Avignon in Avignon, France. These courses afforded me the opportunity to study and learn alongside Doctoral students from a number of colleges and universities around the United States, such as Harvard, Yale, Stanford, Princeton, Smith, Wellesley, and others.

In the Fall of 2018, I had the incredible chance to continue this immersive experience through a semester of Study Abroad in Paris, France. While living in Paris, I took courses on the naturalist literary movement at the Université Paris-Sorbonne (Paris IV) and at the Université de la Sorbonne-Nouvelle (Paris III). 

These courses directly influenced my senior capstone which took on the form of a thesis concentrating on the short story Boule de Suif by Guy de Maupassant. In particular, I researched the ways in which Maupassant utilized strong female characters, and femininity more broadly, as a means of mocking the crisis in masculinity experienced in French society after the nation's defeat in the Franco-Prussian War. I was particularly interested in this topic because of the tendency I noticed in doing my research to valorize Maupassant's female characters as exemplars of female empowerment  and subversion of gender roles. As I was able to demonstrate in my thesis, this reading of his short stories is a historic and literary anachronism that fundamentally misunderstands and entirely reverses Maupassant's intent in writing these characters. This thesis and the cumulative result of my coursework in the French and Francophone Literature Studies program resulted in my earning Honors in the Major. 

It is also worth noting that, during my pursuit of the Education Studies Minor at Bryn Mawr College, I had the incredible, formative opportunity to complete three different education "observation" placements at three different Philadelphia-area public schools. These placements ranged in age from elementary to high school and included a specialized School for the Blind. During my time in these classrooms, I was given the chance to learn from teachers and to participate in their classrooms as a sort of Teaching Assistant. It was during these weekly visits that my dedication to Critical Pedagogy and the democratization of education was solidified.

Boston University

Boston, Massachusetts • May, 2022

M.A.T. Modern Foreign Language Education

Completed Coursework:

French Phonology, Second Language Acquisition, Methods of Teaching Modern Foreign Languages, Pre-Practicum in Modern Foreign Languages, Applied Linguistics: Language & Linguistics Survey,  Professional Teaching Seminar: Analyzing Foundations of Teaching

Remaining Coursework:

Curriculum and Assessment in Modern Foreign Language Education, Student Teaching Seminar in Modern Foreign Languages, Practicum in Modern Foreign Languages, Introduction to Adolescent Development, Inclusive Principles and Practices in World Language Education, Special Education: Curriculum and Instruction, Classroom and Behavior Management

Course Highlights:

As a final project for my French Phonology course, I had the opportunity to conduct research on the accents (specifically the phonological and prosodic properties) of young French-speakers living in the working-class neighborhoods surrounding Paris (and other major French cities). This project took on the form of a bibliographic analysis in which I analyzed the current literature surrounding the topic to note the themes that are in need of further exploration. In particular, I noticed and highlighted the current tendency to reduce this dialect's complexity to the differences present in its lexicon, and I argued for the need for increased attention to be paid to morphological and phonological variations.

As a final project in my Second Language Acquisition course, I had the opportunity to conduct research on Computer Assisted Language Learning (CALL) as a distinct and developing branch of World Language Learning and Teaching. As an individual coming from a working-class background who did not have the financial resources for supplementing my World Language studies in high school, I am extremely passionate about this topic and believe it to be an area of significant potential for promoting a greater level of equity and access in World Language studies. This research took on the form of an annotated bibliography of thirty sources. 

In my Pre-Practicum course during the Fall semester, I was given the opportunity to act as a Teacher's Aid at Newton South Public High School in Newton, Massachusetts, as a means of preparing for my Practicum course, in which I will take on full-time teaching responsibilities for two units of French 2 in the Spring of 2022. In this pre-practicum placement, I graded papers, assisted with classroom instruction and management, and independently planned, designed, and taught two lessons. In the Spring of 2022, I will be entirely responsible for grading, instruction, classroom management, and curriculum design. This will culminate in my obtention of the Initial Massachusetts Teaching Certification and Licensure, which I will obtain through the sponsorship of Boston University in May of 2022. 

Honors and Leadership: 

Recipient of Inaugural TAPIF Alumni Scholarship 

Boston, Massachusetts • Awarded January, 2021

M.A.T. Modern Foreign Language Education

In October of 2020, it was announced that Boston University, Wheelock College of Education and Human Development had partnered with the Teaching Assistant Program in France (TAPIF) to offer three possible scholarships to alumni of the program seeing to continue their career in World Language education by obtaining a Master's in Teaching (M.A.T.) in Modern Foreign Language Education. These scholarships varied in total amount awarded, with one recipient receiving the value of half-tuition and the other two recipients receiving lesser values. 

In January of 2021, I was honored to be selected as the first-ever recipient of the half-tuition scholarship in this partnership between Boston University and TAPIF. 

Customs Person

Bryn Mawr College

Bryn Mawr, PA • August, 2017 - May, 2018

As a Customs Person, I was selected to act as a member of the Dorm Leadership Team for the Rhoads South Dorm Community. In this role, I was responsible for ensuring the successful personal and academic transition of eleven first-year students into the Bryn Mawr College community. This entailed providing students with around-the-clock personal and academic advice and help. In addition to helping students acclimate, it was my responsibility to create memorable experiences for my group of students; this involved planning group study sessions, activities, holiday hang outs, and other such events to help students thrive during their first year of college.

Shift Supervisor

Bryn Mawr College Dining Services

Bryn Mawr, PA • August, 2016 - May, 2020

As a Shift Supervisor, I was promoted to act as the student leader during dining hours at one of the school's two dining hours. This entailed training and overseeing a team of eight to eleven student workers during a given shift, ensuring that food was prepared and readily available to student patrons, and guaranteeing that all was done according to food-safety and allergen-safety guidelines. Additionally, as the Supervisor on shifts, it was my responsibility to connect student patrons with Dining Hall staff and managers. Because the school only had two dining halls, Shift Supervisors acted as an important on-campus resource for information about Dining Services.

Work Experience: 

Student Teacher

Newton South Public High School

Newton, Massachusetts • October, 2021 - May, 2022

While I am currently in the initial stages of my Student Teaching Experience, I am gradually taking on more and more of the official teaching duties; I will assume full-time classroom and curricular responsibility for two units of French 2 in the Spring semester of 2022. In this full-time teaching position, I will be in charge of designing lesson and unit plans in order to correspond with yearly, district-guided curricular requirements for the course. I will be the lead teacher;  as such, I will be in charge of teaching daily lessons, grading assessments, designing learning materials and activities, corresponding with parents, and ensuring that the classroom maintains a standard of French-speaking immersion. 

Assistante de Langue Vivante Étrangère (English Language Teaching Assistant in France)

Teaching Assistant Program in France (TAPIF)

Lycée Professionnel Charles Tillon 

École Élémentaire Louise Michel

Rennes, France • October, 2020 - March, 2021

Beginning the Fall after my graduation, I was selected to serve as an English Language Teaching Assistant at two public schools in Rennes, France  — Charles Tillon, a vocational high school dedicated to preparing students for jobs in the manufacturing, retail, and tourism sectors, and Louise Michel, an elementary school. Because my students therefore aged in range from five to twenty-one years old, I was tasked with designing  a wide range of educational lessons and materials that could then be further differentiated by level and speaking experience. These lessons were specifically tailored to correspond with individual co-teachers' unit goals and pedagogical styles, as well as acting as elements of cultural exchange through which I exposed the students to information about customs and practices in the United States. While in this position, I was responsible for independently leading lessons, maintaining an immersive English-speaking environment in the classroom, creating educational materials, representing the United States as a cultural ambassador, and helping co-teachers formally assess students in their assignments and exams. 

French Teaching Assistant 

Bryn Mawr College French Department

Bryn Mawr, PA • August, 2019 - December, 2019

During my Senior year in the Fall Semester of 2019, I was selected to be a French Language Teaching Assistant for the students of the Beginners' Intensive Track French Courses. In this role, I was responsible for creating supplemental French lessons that corresponded and reinforced the information being taught in their class sessions. During these lessons, I ran drills while maintaining an immersive language environment, performed assessments and administered tests and quizzes, practiced and explained more complicated grammatical constructs, and aided students in completing their assignments. While in this role, I was able to help bring up three students' grades from lower-level performances to being leaders in the class; these students went on to become French majors and French minors when they had previously been debating dropping the course after the first semester.

Peer Mentor

Bryn Mawr College Undergraduate Dean's Office

Bryn Mawr, PA • August, 2019 - May, 2020

In this position, which was a part of the Dorm Leadership Team for the Rhoads South Dorm Community, I served as an academic liaison and resource that helped connect students of all ages to the Bryn Mawr Undergraduate Dean's Office. While in this role, I was responsible for informing students of academic procedures and approaching college-wide deadlines, meeting one-on-one with students to address academic questions, concerns, and to helping to ensure that academic registration was successfully fulfilled each semester. I also helped students reach out to professors, deans, and advisors during moments of academic duress or uncertainty and provided both academic and personal support through such challenges.