Museum Educator

University of California, Santa Cruz (UCSC), Santa Cruz, CA, United States
Bachelor of Arts, summa cum laude with honors in history, 2012
Majors: History and Anthropology
GPA: 3.91
Credits: 190

EDUCATION & TEACHING EXPERIENCE

Santa Cruz Museum of Art and History, Santa Cruz, CA, June 2012
Education Assistant
30 hours per week, $10 per hour
Supervisor: Ashley Adams, ashley@santacruzmah.org, okay to contact

Served as assistant to art instructors in summer art camps; was representative of the museum and served as a liaison between museum’s education specialist, art instructor, students, and family members.
Observed and implemented techniques on teaching students how to use digital cameras for different styles of photography, how to draw and paint using various media, how to stitch, create own stencils for printmaking, finger-knit, upcycle materials for art, make artistic compositions for cyanotypes, making wire, metal, wood and clay sculptures, paper and cardboard engineering techniques, and more.
Welcomed parents and students, ages 7-11 into camp; gathered all necessary contact and emergency information; entrusted with funds to acquire and restock all art supplies; provided one-on-one and group instruction to supplement art instructor’s lesson; helped to monitor student safety on walks downtown.
Performed opening and disarming procedures for classroom and museum.
Organized PowerPoint presentation displays of student artwork for family on last day of camps.
Students participated in one of the museum’s events, 3rd Friday Radical Craft Night. Gave students specific responsibilities and prepped them on how to teach visitors to finger-knit in order to collaboratively yarn bomb three story stairwell. Monitored progress throughout evening.

UC Santa Cruz Learning Support Services, Santa Cruz, CA, 2010-2012
Tutor
10 hours per week, $12.25 (individual), $17.25 (group) per hour
Supervisor: Holly Cordova, (831)459-3460, okay to contact

Different positions over the years include: Writing 2; drop-in writing; writing across the disciplines; History 011B: Latin American National Period; mentorship program for new tutors.
Scheduled and maintained own appointments. Personally contacted and maintained dialogue with students seeking tutoring.
Created lesson plan and materials for individual and group writing tutoring sessions. Met with students once a week for three months. Duration spanned the beginning of their classes, through midterms and finals. Worked delicately and respectfully with diverse students, including those who had previously failed writing classes, spoke English as their second language, and one student who was blind.
Assisted in time management skills, personal schedule-making, research assistance, brainstorming, outlining, drafting and finalizing papers, proofreading and editing, and professional development (including responding to emails, writing resumes, and applying for jobs/graduate school).
Used a variety of teaching skills depending on student’s learning preferences, including reading written work out loud, creating reverse outlines, making diagrams and other organizing visuals, highlighting and color coding ideas, getting up and writing ideas on whiteboards, relating English instructions, grammar and/or terms in Spanish, promoting discussion, questioning, and peer editing.
Participated in multiple tutor training sessions: a 3-month course on tutoring and teaching techniques; three all day events with workshops on ice-breakers, reading outlines, speed reading drafts, cultivating rapport and student self-efficacy, and how to improve verbal instructions and communications; watched, evaluated, and discussed methods with other seasoned tutors; worked in a group of supervisors and other tutors to brainstorm tactics to use for short, affective and informal drop-in writing tutoring; provided weekly meetings with new tutors to discuss their progress and provide suggestions for improvement.
Was available to students via email on weekends and evenings on a limited basis.
Had a following of students who signed up for sessions because they felt our work together was valuable for furthering their education.

Santa Cruz Museum of Art and History, Santa Cruz, CA, 2010-2012
Education Intern
10 hours per week, volunteer
Supervisor: Ashley Adams, ashley@santacruzmah.org, okay to contact

Served as lead education intern in which major duties included presenting curriculum-based art and history lessons to 3rd and 4th grade school groups. Consisted of a discussion-based lesson that defined foundational terms for activities; period for discussion and clarification/instructions; time for students to work individually/groups on activities as interns roved, assisted, discussed with, and encouraged students; wrap-up discussion defining the significance identified by students.
Welcomed and oriented students, teachers and parents to the museum, its rules and safety concerns. Served as front-line representative of museum to visiting classes.
Specific programs include: object based local history lesson, Santa Cruz Mystery History Person (different for 3rd and 4th graders); Surf City! oceanscape watercoloring; woven basket pottery lessons; paper making; Mad Lib inspired surrealist paintings; Me Silhouette collages with self-exploration written component.
Led special family art workshops on the weekends, including making sugar skulls for Dia de los Muertos and valentines.
Assisted education specialist in planning, developing, and adapting educational programs to diverse student groups. Some of these programs include: Bringing the Museum to the Schools in which we incorporated art into 3rd grade math lessons; collaborative art mural for display at school’s back to school night.
Received training on how to talk to children about their art; how to develop a question and discussion-based interpretive style; regularly had sessions observed and evaluated by education specialist.
Personally contacted local church group to participate in city-wide Day of Giving to serve as a representative of the museum. Provided supplies and guidance to young visitors in a “Me Silhouette” collage project that explored their personal interests and beliefs.
Trained and supervised new volunteers; served as a mentor.

National Archives Record and Administration (NARA), Washington D.C., Sept.-Dec. 2011
Education Intern
40 hours per week, volunteer
Supervisor: Megan Jones, mj385597@gmail.com, okay to contact

Helped to facilitates Constitution In Action Lab for middle through high school groups visiting National Archives. Duties included: making name badges, assigning roles, laying out and restocking materials; Greeting and orienting students to NARA; Independently explaining “archivists” roles to create authentic researching atmosphere for students; explained how to use facility and issues of preservation vs. availability to the public. Roving and answering student questions. Had to be versed in Federalism, separation of powers, representative government, civic responsibility, implied powers, enumerated powers, checks and balances; Assisted students in analyze primary source documents to find connections to articles of Constitution; clean-up after visits and burned content CD to mail to classes.
Performed informal roving in Resource Room: had to be able to explain purpose of the Resource Room and what kind of institution NARA is/what sort of documents it holds, as well as who comes there; explain the role of archivist and duty to public; explain regional facilities/presidential libraries and connection to Archives; Assist guests in primary source document scavenger hunts, providing helpful clues without revealing answer; provide basic responses to visitor research questions; assist guests in using Digital Vaults, DocsTeach, archives.gov; answering telephones and responding to visitor inquiries.
Learn to use ARC,NARA’s online database; attended Know Your Document Workshops, including genealogy workshops.
Assisted in continual archiving of new online databases.
Led own lesson with 3rd graders on symbols of U.S. Seal; facilitated entire Constitution Lab on own; researched and laid out documents relevant to school group’s project on the Civil War; transcribed 1940s recordings of “Uncle Sam Calling,” radio broadcasts promoting knowledge of 1940s census.

Prewett Family Park & Community Center, Antioch, CA, June-Aug. 2011
Recreation Leader for summer Splash Camp
40 hours per week, $9 per hour
Supervisor: Lori Chalifoux, (925) 776-3070, okay to contact

Assisted supervisor and coworkers in planning, prepping for, and executing activities for week-long themed summer camps for children ages 5-16 years.
Interfaced with other camp leaders to create lesson plans. Developed repertoire of engaging games/physical activities, team building exercises, art projects, and songs. Had to have ability to pull from this at any moment to fill time and engage children in a shifting and flexible work schedule.
High stress environment that required constant attention, diligence, and discipline.
Personally in charge of the safety of 5-6 age bracket, usually 5-8 children, both in classroom, throughout water park, and while swimming. For three weeks, was responsible for monitoring and working with student with autism.
Personally responsibly for communicating with other staff on site via two-way radio – supervisors, lifeguards, maintenance – of camp’s whereabouts and activities.

UC Santa Cruz Merrill College, Santa Cruz, CA, Sept.-Dec. 2010
Teacher’s Assistance
5 hours per week, 5 credits, 3 months
Supervisor: Dr. Carole Gerster, CGERSTER@UCSC.EDU, okay to contact

After successfully completing MERR 80A: Cultural Identities and Global Consciousness with an A, was approached by professor to be TA in following year. Assisted students taking advanced writing class in four essay assignments.
Once month, provided hour-long individual sessions with around 20 students to discuss essay ideas, writing techniques, and to proof read outlines and drafts. For last assignment, met with students twice in order to assure each received feedback on a draft.
Attended all class sessions and helped facilitate discussion.

Live Oak Elementary School, Santa Cruz, CA, March-June 2009
Classroom Connections Volunteer
40 hours over 3 months, volunteer

Served as TA in 5th grade classroom. Assisted fifth grade students one-on-one with math, reading, writing and research assignments.
Led a math lesson using an overhead projector and engaging students in group discussion and question and answer.
Received praise from instructor on methods of mentoring students. Built rapport with students, who reacted positively and energetically to presence in classroom.
Volunteer accompanied by class which explored education theory in the California public school system and sought ways to apply it to classroom setting.

INTERPRETATION EXPERIENCE

Longfellow House-Washington’s Headquarters NHS, Cambridge, MA, August 2012- May 2013
Park Ranger
40 hours per week, $16.46
Supervisors: Rick Jenkins, (617) 876-4491 x11, okay to contact

Presented formal 50 minute interpretive talks about George Washington’s headquarters, as well as the Longfellow family to diverse audiences including school groups and special interest groups. Utilized techniques such as connecting tangible objects with intangible meanings, comparisons to visitor’s lives, storytelling. Adapted techniques according to visitor’s interests and needs.
Conducted basic research using on-site archives/primary sources, as well as secondary sources. Different topics included: myths surround George Washington; education and childrearing in the Longfellow house and Victorian society at large; Longfellow world travels; architectural development of historic house.
Served as front-line representative of park. Greeted and assisted visitors in visitor center and on grounds, answering questions and concerns, orienting them on park policies and safety procedures. Operated information desk, answered telephones, operated cash register and credit card machine when needed; maintained inventory, stock, and accountable property in gift shop. Cleaned and stocked restrooms.
Roved on grounds, informally interpreting house’s 250 years of history, connection with historic preservation and the National Park Service, as well as identifying plant and flower varieties in colonial revival garden.
Open and close historic house and visitor center following park guidelines and standard operating procedures.
Worked with team of up to ten people on daily basis and when planning and staffing special events, such as Holiday Open House, Cambridge Discovery Days, Massachusetts Archaeology Month, 40th Anniversary of site, Friends of the Longfellow-House meetings, Cambridge Garden Club, etc.
Assisted in Junior Ranger program development group in charge of creating a walking tour on the site’s connection to the Revolution.
In charge of posting weekly Facebook posts, “Travel Tuesdays,” on the travels of the Longfellow family. Occasionally posted on “Show and Tell Fridays,” sharing items in our collections. Also in charge of monthly e-Newsletter.
Developed visual aid binder for garden flowers in bloom, accompanied by site bulletin of garden’s history.
Facilitated weekly Family Sunday program, including drop-in activities such as 19th century lawn games, arts and crafts, and poetry writing.
Oriented new volunteers to site, giving them tour of house and site’s resources.

Longfellow House-Washington’s Headquarters NHS, Cambridge, MA, August 2012- May 2013
Education and Visitor Services Intern, Student Conservation Association
40 hours per week, volunteer
$250 stipend bi-weekly for living expenses
Supervisors: Rick Jenkins, (617) 876-4491 x11; Liza Stearns, (617)566-1689, okay to contact

Presented formal 50 minute interpretive of house’s history; talks as well as developed shorter, 30 minute talks on site’s landscape history
Conducted basic research using on-site archives/primary sources, as well as secondary sources. Re:discovery to research for interpretive programs.
Served as front-line representative of park. Greeted and assisted visitors in visitor center and on grounds, answering questions and concerns, orienting them on park policies and safety procedures.
Roved on grounds, informally interpreting house’s 250 years of history, connection with historic preservation and the National Park Service, as well as identifying plant and flower varieties in colonial revival garden.
Open and close historic house and visitor center following park guidelines and standard operating procedures.
Worked with team of up to ten people on daily basis and when planning and staffing special events.
Assisted in Junior Ranger program development group in charge of creating a walking tour on the site’s connection to the Revolution.
In charge of posting weekly Facebook posts, “Travel Tuesdays,” on the travels of the Longfellow family. Occasionally posted on “Show and Tell Fridays,” sharing items in our collections.
Created an orientation binder/workshop for new seasonals, interns, and volunteers.
Assited with weekly Family Sunday program, including drop-in activities such as 19th century lawn games, arts and crafts, and poetry writing
Oriented new volunteers to site, giving them tour of house and site’s resources.
Assisted museum technician in monitoring temperature and humidity of historic house and with integrated pest management.

Santa Cruz Museum of Art and History, Santa Cruz, CA, January – June 2012
Community Programs Intern
6-10 hours per week, volunteer
Supervisor: Stacey Garcia, (831) 429-1964 ext. 7026, okay to contact

Assist Director of Community Programs in brainstorming ideas for, implementing, and leading monthly 3rd Friday event activities. Focused on history and art participatory activities. Commonly a high stress environment requiring high workloads, tight deadlines, overtime hours, late nights, and working on multiple projects at once. These internships required energetic, friendly, creative people who want to work with other like-minded people in museum and Santa Cruz community.
High profile community events getting 500+ visitors over span of 4 hours. Served as front-line representative of museum, assisted with crowd management.
Worked in teams with other visitors to plan activities, contact potential partners in community, acquire donations or other free material, and work evening events.
In charge of supervising and leading volunteers in setting and cleaning up events.
Helped facilitate a “Creative Community Committee” to engage representatives of different groups in the Santa Cruz community to hear their interests and needs that the museum could meet. Hoped to promote stronger community engagement. Promoted discussion in a small group about their needs and possible projects to meet these.
Activities: mini-temporary multi-media exhibit on Protest Music in Santa Cruz; Glow Feast collage using black lights and red lentils; historic love couples matching game using images from collection; love messages in a bottle to teach about material culture in archaeology/history; history pop quiz.

COLLECTIONS EXPERIENCE

Santa Cruz Museum of Art and History, Santa Cruz, CA, January – June 2010
Curatorial Intern
5 hours per week, volunteer
Supervisor: Marla Novo (831) 429-1964, ext. 7019, okay to contact

Assisted curator of history/registrar in creation and installation of exhibit, Surf City Santa Cruz: A Wave of Inspiration. Handled paper work, including loan forms and artist statements. Created wall text and interpretive labels.
Also assisted in research for small exhibit, Don’t Forget to Write. Created website blurb and interpretive wall labels for this history-based collections show.
Gained experience in handling and cleaning artifacts.
Photographed items in collection and entered pictures and descriptions into museum catalog.
Helped in installation of artwork for various exhibits.

UC Santa Cruz, Anthropology Department, Santa Cruz, CA, April – June 2010
Physical Planning and Construction Archaeology Intern – Independent Field Study
5 hours per week, 2 credits
Supervisor: Sally Salzman Morgan, sallysmorgan@att.net, okay to contact

Assisted in variety of historic preservation and restoration projects in the Cowell Lime Works Historic District on the UCSC campus. Excavated cabin from late 19th century to ascertain its use.
Learned basic excavating techniques, using trowel, fine meshed sifter, and brushes. Worked in 1′ sby 1′ squares, 1” layer at a time. Ensured level layer using string, plum bob and ruler. At end of each session, drew map to scale of excavation area, using datum point.
Assisted in washing and preparing initial catalogues of cabin artifacts, culling of a historic artifact collection in preparation for curation; and site stewardship, which focused on removal of brush that was overgrowing historic features.
Featured in “This Place Matters” publicity to encourage interest in Santa Cruz historic district.

VISITOR SERVICES EXPERIENCE

Prewett Family Park & Community Center, Antioch, CA, Summers 2008 & 2009
Front Desk Receptionist
35 hours per week, $8.25
Supervisor: Lori Chalifoux, (925) 776-3070, okay to contact

Served as front-line representative in busy front desk. Sold entrance fees, answers phones and visitor queries, filed paperwork, checked bags and measured children for water slides, sold various merchandise. Operated a two-way radio and communicated with all division at park (supervisors, maintenance, lifeguards, food stands, and dispatch).
Operated cash register and credit card machine in high-volume sales operations.
Under supervision, took employee pictures and printed out ID cards, took birthday reservations and memberships, entering them in electronic system. Was also trained to settle and count the cash register at end of day.
Assisted customers of diverse backgrounds, spanning different age groups, languages, social and economic groups.
Occasionally cleaned the women’s restroom, delivered basic first-aide, referred customers to supervisors, and dressed up in alligator mascot suit for birthday parties.

RESEARCH

Anthropology 194: Memories
Adviser: Melissa Caldwell, UC Santa Cruz; Ashley Adams, Director of Education at MAH

Undergraduate anthropology seminar. Did original research, secondary research, evaluation, and participant observation of the Santa Cruz Museum of Art and History’s (MAH) education programs for 3rd and 4th graders, with the aim of seeing how it was serving Santa Cruz public schools. Wrote 28 page research paper titled Museums and Community Identities on findings.

UCDC 194: Internship Seminar
Adviser: James Desveaux, UCLA

In connection with internship and the National Archives in Washington D.C.. Did independent primary and secondary source research at NARA and the Library of Congress on the reasons for the annexation of Hawaii. Wrote a 32 page paper, titled Anti-annexationists: The Case Against Imperialism in Hawaii, 1898, arguing that the Spanish-American War in 1898 gave annexationists a compelling argument that anti-annexationists could not compete with, resulting in the U.S. gaining Hawaii as a territory, and setting a precedent for unlawful territorial acquisitions in the near future. Accompanied by a PowerPoint presentation.

• Computers: MS Office, Mas and PC operating systems, HTML and website design, video editing, Re:discovery, Adobe Photoshop
• Certificates: Foundations of Interpretation, Eppley Institute, Certificate, August 2012; Introduction to the National Park Service: The History of the NPS, Eppley Institute, Certificate, August 2012.

Art, Education, interpretation, mentoring, museums, Public Speaking, Research

English