While this 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.

Graduate Extracurricular Teaching:

• Instructor 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.
• Sexuality 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.
• Mentoring. 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 member.

Undergraduate Extracurricular Teaching:

• Resident 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.
• Upward 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.

Community and Departmental Service:

• Vice 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.
• Vice 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.
• Sexual 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.
• Vermillion 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.
• Adopt-a-school. 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.