Resume

• 2003

  University of Colorado at Boulder

  Assisted Professor with all aspects of course outside of lecture (i.e.

  grading

  student interaction/assistance and logistics). Lead three recitations per week to analyze

  clarify and discuss various readings assigned throughout course. Conducted office hours outside of those established by Professor.

  University of Colorado at Boulder

  Mentored and worked as an Academic Skills Specialist.

  University of Colorado at Boulder

  Academic Skills Specialist/Student Faculty

  Assist students in identifying

  developing and meeting their educational goals within a university setting. Weekly facilitate workshops on various areas that attend to the aforementioned objectives. Through these workshops

  my pedagogical approach consists of student centered and dialogical practices to encourage student ownership/responsibility further encouraging student success.

  University of Colorado at Boulder

  Instructor/Field Experience Coordinator

  Instructor of \"Introduction to Diversity for Educators\" and \"School and Society\" courses.

  University of South Florida

  Self-Contained Classroom Teacher (Grade 1)

  Taught within the primary grades all subject areas (Math

  Social Studies

  Reading

  Science

  Language Arts). Classroom size varied per year between upper teens to upper twenties. Position required an ability to multi-task and redirect learners as needed. The most personally rewarding occupation that I have ever had because of the significance of the age group (5-7 year-olds) at a Title 1 school. This experience also provided a very important opportunity for personal growth gained by learning from and engaging my students.

  Houston ISD

  University of Colorado at Boulder

  Stephen F. Austin State University

  Nacogdoches

  TX

  Social Studies Methods\nSocial/Environmental Foundations\nStudent Advising\nResearcher

  Assistant Professor in Elementary Education

  Houston ISD

  California State University

  Fresno

  Fresno

  California

  Fresno

  California

  California State University

  Fresno

  Member

  National Council for the Social Studies

  Office of Multicultural Affairs

  Apple Polishing Award 2013

  A recognition of the influence and dedication in helping mold of a nominating USF Student Ambassador into one of the strongest leaders on campus.

  USF Ambassadors

  2012 LGBT Pride Award

  The 2012 USF Faculty recipient of the LGBT Pride award for contributions to the LGBT community based on the promotion of LGBT diversity and inclusion in taught classes

  participation in the Safe Zone program

  and other efforts that benefit the LGBT community at USF.

  Committee on Sexual Orientation & Gender Identity

  Ph.D.

  Alpha Phi Alpha Fraternity

  Inc. member. \nWorked with the Boy Scouts of America as part of the Eta Gamma chapter's responsibilities.

  Education; Ethnic Studies (Honorary)

  University of Colorado Boulder

• 1999

  M. Ed.

  Full-time 1st Grade Teacher while working on my certification and graduate degree.

  Curriculum & Instruction; Elementary Education

  University of Houston

  M.B.A

  General Business

  Full-time 1 Grade Teacher while working on my graduate degrees.

  University of Houston-Victoria

• 1993

  B.S.

  studied nursing

  business

  and ultimately biology with a minor chemistry.

  Biology

  Alpha Phi Alpha Fraternity

  Inc.

  Prairie View A&M University

  Introduction to Diversity for Educators

  Social and Environmental Foundations

  Introduction to Teaching

  Teaching Social Studies in EC-6

  School & Society

  Directed Individual Study

  Advanced Undergraduate Research Experience: Critical & Social Engagement through Social Media

  Content Area Language and Literacy Instruction

  Social Sciences through Universal Access

• As an undergrad member of Alpha Phi Alpha Fraternity

  Inc. I had the opportunity and honor to work with a local troop in Prairie View.

  Boy Scouts of America

  Mentor

  Psychology

  Teacher Training

  Teaching

  Curriculum Design

  Tutoring

  Curriculum Development

  Leadership

  Educational Research

  Qualitative Research

  Classroom

  Workshop Facilitation

  University Teaching

  Staff Development

  College Teaching

  Elementary Education

  Academia

  Science

  Research

  Higher Education

  Theory

  Discourse on African American/Black identity: Engaging the expanding nigrescence theory with a diasporic consciousness

  This manuscript theoretically explores the application of a stretched expanded nigrescence theory (NT-E) by making notions of consciousness explicit

  thereby building on the research involving first generation U.S.-born Africans (FGAs). In taking this approach

  a theoretical framework of a diasporic consciousness emerged an alternative for exploring the identity development of Africana people. To facilitate this process

  a shift from conceiving identity along the lines of race and ethnicity was begun towards a conception that is solely culturally based on eight identified factors.

  Discourse on African American/Black identity: Engaging the expanding nigrescence theory with a diasporic consciousness

  The discourse on African American/Black identity

  as illustrated by the “Obama Phenomenon

  ” continues to evolve as current ways of nomenclature and identifying “what is African American and/or Black identity” are

  in effect

  challenged by a generation of U.S.-born Africans. This case study explored the perceptions about African American/Black identity of six First Generation U.S.-Born Africans attending a predominantly White institution.\nThe resulting narratives highlighted their perceived tensions and harmonies with Continental Africans

  Generational African Americans

  and

  in some cases

  other cultural/racial groups. Their stories offer more support for recognizing the heterogeneity within the African American/Black community. The university context serves as one of the primary sites where they engaged\nthese tensions and harmonies concerning their racial/cultural/linguistic identities.

  In search of an authentic African American and Black identity?: Perspectives of first generation U.S. born Africans.

  In A. Kempf (Ed.)

  Explorations of educational purpose: Vol. 8. Breaching the colonial contract: Anti-colonialism in the US and Canada (pp. 201-217).

  The harvesting of intellectuals and intellectual labor: The university system as a reconstructed/continued colonial space for the acquisition of knowledge.

  Brooke L. Taylor-Johnson

  Brandon L. Fox

  I have a voice

  so listen!

  This chapter engages the formation of an interdisciplinary peer-mentoring group that empowered graduate students of color to navigate varied and complex challenges within a predominantly white institution (PWI) in the Rocky Mountain Region. In doing this work

  both intended and unintended barriers were exposed and navigated. The chapter describes the journeys of three students and their advisor

  who are from diverse backgrounds. Their journeys are followed from the formation of the group through their matriculation and subsequent steps in their respective professional careers. The auto-ethnographic techniques

  derived from self-study

  involved an application of those utilized by CURVE-Y-FRiENDs (C-Y-F) global network. The challenges identified based on C-Y-F were: (1) intellectual identities

  (2) cultural/racial/ethnic/linguistic identities

  (3) pursuit of professional careers

  and (4) personal/professional relationships. In our work

  we identify our journeys’ salient outcomes and provide practical recommendations for various university stakeholders.

  Multidisciplinary Graduate Student Alliance (MGSA): Crafting a Diverse Peer Mentoring Network Within and Beyond a Predominantly White Institution (PWI)

  \"We learn the most about ourselves during the moments in which we either engage or avoid the every day challenges that constitute the journey of life.\"\n\nCritically engaged in educational research within historical

  political

  sociological

  psychological contexts that have and continue to impact members of the African Diaspora. Currently

  my dissertation project aims to address identity development of particular members of the diaspora within predominantly white educational institutions (PWIs). This research endeavor looks to fuse both qualitative and theoretical lenses to highlight a possible need to rethink how identity labels are defined

  used and historically maintained within U.S. universities.

  Patrick S.

  De Walt

  California State University

  Fresno

  Stephen F. Austin State University

  Houston ISD

  Houston ISD

  University of South Florida