section of my teaching portfolio is not as lacking as it could be, it
is not as full as I would have it, either. Here, I hope to give you an
idea of the person behind the instructor. However, as a full-time graduate
student--teaching, taking classes, and doing research--it is not as easy
as one would hope to have a life outside the classroom. Therefore, I present
you with this list of extracurricular teaching activities and community
service work I have done, but you may notice that much of it occurred
during the years prior to graduate school. One thing I am (perhaps naively)
looking forward to upon graduation is getting involved once more with
community activities. You will note that many of the things below involve
working with people. This is because I love working with people, and it
shows up in all aspects of my life.
for children's and preschool Kyuki-Do. I am currently a red belt
in Kyuki-Do and a green belt in Judo, and for the past year or so, I
have assisted my instructor in teaching school and preschool aged children
Kyuki-Do. Kyuki-Do is a martial art that involves, among other things,
elements of Tae Kwon Do, Hapkido, and Judo. It has also been an excellent
way to stay sane and healthy during graduate school.
education. Through UGA's Peer Sexuality Education program and my
work at http://www.sexualhealth.com, I educate individuals about sexuality.
I do this as a volunteer service because I believe sexuality education
is one of the most critical issues currently facing our youth. My work
on the world wide web is especially important because it allows me to
reach out to a global population, and to speak to people in countries
where sexuality education is forbidden.
I have acted, both officially and unofficially, as a mentor to graduate
and undergraduate students. I have mentored an incoming graduate student
within my program, and I have helped undergraduates with advice on applying
for graduate school, finding careers within psychology, doing sexuality
research, and so on. This has been an exciting component of my graduate
school career, and I look forward to continuing the work as a faculty
Assistant. I was a resident assistant at my undergraduate institution
for four years. During that time, I was involved with the RA selection
committee and the RA advisory committee. I attended several RA conferences
and often presented programs both there and on my own campus.
Bound/MSIP Mentor. I worked for three summers with my undergraduate
institution's Upward Bound Math Science Initiative Program. At my school,
this meant working with a primarily Native American population, which
was an eye-opening experience for me. It educated me about issues of
class and racism like few other experiences have done. During MSIP,
I attended classes, tutored students one-on-one, and socialized with
them outside of the classroom. It remains one of the most important
experiences of my life.
and Departmental Service:
President, Psi Chi Graduate Group. This group was responsible for
hosting monthly brown-bag talks, recruiting and supervising undergraduate
members of Psi Chi, and putting on a yearly Psi Chi conference for graduate
and undergraduate psychology students. As Vice President, I organized
a number of these things and assisted the president with any additional
tasks she needed done.
President, Developmental Psychology Graduate Student Group. As Vice
President of our graduate student group, I was responsible for rotating
displays of research posters, organizing program-wide research talks,
managing graduate student social events, recruiting new members, and
helping to form a group budget with our dues.
Assault Response Team. As a member of this team at my undergraduate
institution, I participated in an intensive training session. Following
this, I was on-call a few times a month to respond to sexual assault
emergencies. This often meant attending the hospital with sexual assault
survivors and acting as their advocates when dealing with medical personnel.
Heroes. This group, which I was active with in my undergraduate
years, worked with junior high school students, some of whom were identified
as "at risk." We socialized with the students and accompanied
them on community service activities, as well as working with them on
issues of self esteem. An important component of the group was acting
as a role model to the students.
As a member of Adopt-a-school during college, I became personally
responsible for one kindergarten class at a local elementary school.
I attended the class two times a week and helped the teacher to work
with the students. Responsibilities included teaching students one-on-one,
assisting with art projects, reading stories, supervising computer use,
and so on.