Having the ability to put ourselves in the shoes of varying identities with the C'est la Vie activity was really impactful and shed a lot of light on the role societal implications of social foundations, schooling, socioeconomic status, race, ethnicity, gender, and sexuality can play in determining the opportunities we will recieve in life. It also really put into perspective the privileges that I have as a white, feminine-appearing individual. I think it can be very easy to disassociate from the idea of inherently having privilege, especially when you've had it forever- it is difficult to acknowledge the fact that you may already have skin in a game you just began! Playing this game made it easier to make this connection when "playing" a role outside of or currently aligning with the privileges you may have walked in with. 

Having the opportunity to hear from a panel of community members and individuals who attended the Russell School in Durham was incredibly impactful. Hearing such profound stories made me reflect on the history of education and the progress we've made thusfar. It also reinforced my understanding of what has led to the inequities I've witnessed in my own academic journey. Being able to experience the VR exhibit showcasing the Rosenwald School firsthand, giving members of the community the ability to share in that experience is a gift I will never forget. 

Through the College of Education, I had the opportunity to go on a three-day spring break trip to several counties in eastern NC. We visited Lenior Co. and Perquimans Co. schools, and were able to speak to administrators, teachers, and students at various levels. This experience was eye-opening and enabled me to have a deeper understanding of the influences surrounding identity, community, and funding in rural school districts. Along the way, I met numerous like-minded preservice teachers that fostered good conversations on identity, collaboration in the classroom, and the potentiality of teaching in rural districts. 

Throughout the duration of this trip, we got to see firsthand the impact of teaching in a rural area, including the defined sense of community that is established in a smaller school. I learned a lot about grant-writing and the components that go into certain certifications, such as the Golden Apple certification. 

Hearing from current teachers and administrators on different aspects in their journeys was very eye-opening into the potential progress I could make throughout the duration of my teaching career. Being able to network with current teachers and admin also gave me the opportunity to experience what community building can look like in an actual teaching setting. 

Having the ability to communicate student needs by creating posters linking ideas for the NCSU Teaching Fellow's program to our four main objectives made myself and my peers feel heard. So many of us have such diverse needs, and it is a beautiful thing to be able to share those needs with our director. A lot of people in my group had really wonderful insight onto ideals for their individual programs, and it felt great to dream big! For example, I believe some kind of grant stipend for each student to attend a discipline-specific national conference would be phenomenal for our professional development and growth as future educators.