Teaching
Place-based Education
Teton Science Schools
Jackson, WY
Deep in a canyon in the Tetons lies the Teton Science Schools. When I graduated college there was really one thing I wanted to do: ski. Being physically incapable of being a true ski bum, I began an AmeriCorps internship teaching place-based education. Place-based education promotes learning that is rooted in what is local—the unique history, environment, culture, economy, literature, and art of a particular place—in our case, the Tetons. I spent three months writing curriculum and teaching lesson plans before I was hired on full time. The curriculum took us to the mountains to study geology, to the meadows to study fibonacci sequences and to the plains to study animal migration patterns. I taught fourth graders to 65 year-old teachers. I learned to explore and encourage my students to inquire on a level only found outside the classroom.
Adaptive Technology for the Developing World
Cal Poly State University - SLO
My work with Journeyman International caught Cal Poly State University-SLO's eye. They asked me to develop a two quarter class that first researched technologies needed in developing communities and a second design course to follow up on the discoveries made in the research section of the class. Drawing on my connections to organizations around the world, we were able to set students up with 'clients' working on the issues outlined in the Millennium Development Goals. The classes were unique in that the students were from all disciplines: liberal arts to engineering. The class was driven by design thinking and learning from failure. The prototypes were wild, totally unconventional and, for those who were willing, lives were changed forever.
RED Studio
Cal Poly State University - SLO
The RED (Research, Education and Design) Studio was originally started by architect Andrew Goodwin. Andrew came to me asking to develop the concept further. We landed on a 10-week summer internship for architectural design students that tackled two projects: one within the community and one global project. At the end of the program, students were awarded IDP hours (work experience hours that go towards licensure) and had amazing projects to add to their portfolios. Students conducted client meetings with team members all over the world, managed budgets and designed sustainable facilities. Two of the buildings that were designed during the summer program have been built: the Sunzu Village Library and Wygongi Learning Center.