Academic Artifacts

Below, you will find artifacts and examples of my academic work at Dominican University.

All of these artifacts demostrate my understanding and application of 21st Century Skills:

Critical Thinking

Creativity

Communication

Collaboration

EDU5020 CE#2

This group project exemplifies Equitable and Inclusive teaching practices through thoughtful accomodations.

Technology in Education

Dominican University, EDU 5051: ISTE Standard 2.3a: Create Positive Experiences

This project examines ISTE Standard 2.3: Citizen, strand 2.3a: Create Positive Experiences, which emphasizes fostering ethical, empathetic, and inclusive engagement in digital spaces. Designed for an 11th-grade English classroom in a diverse, middle-class district, the plan integrates digital citizenship through lessons on media literacy, online etiquette, and collaborative content creation. By combining critical analysis with creative digital expression, the project aims to cultivate students’ awareness of their roles as responsible, reflective participants in online communities.

*This project exhibits equitable and inclusive teaching principles, including activities to raise critical consciousness.

Dominican University, EDU 5051: Anchor Assignment, Lesson Using Instructional Technology

This anchor assignment introduces Padlet as an interactive digital tool that supports collaboration, creativity, and student engagement (21st Century Skills). The assignment explains how Padlet can be used in the classroom to facilitate discussion, organize ideas, and showcase student work in a visually engaging way. It also includes an example lesson that demonstrates the practical application of Padlet to enhance instruction and promote active learning.

Dominican University, EDU 5052: AI Enhancement Project

This is a group project that intentionally utilized AI to enhance and elaborate on a hypothetical lesson plan. This shows the power and the downsides of AI.

*This project exhibits 21st Century Skills including digital citizenship and collaboration.

Dominican University, EDU 5052: Assistive Technology Final Project

For this team project, we explored assistive technology tools that support differentiation for students with diverse learning needs. Each team member identified a focus student and selected targeted applications to enhance access, engagement, and independence in the classroom.

*This project exhibits equitable and inclusive teaching principles, including, proactive differentiation.

Literacy in Education

Dominican University, EDU 5265: Literacy Observation Journal

This Literacy Observation Journal documents classroom observations and reflections on instructional strategies that support students’ reading, writing, and language development across diverse learning contexts. The journal analyzes how educators integrate literacy practices into content instruction, emphasizing differentiation, student engagement, and the cultivation of critical thinking. Each entry connects observed teaching methods to established literacy frameworks and pedagogical theory, highlighting effective approaches for fostering comprehension, expression, and academic growth.

*This project exhibits equitable and inclusive teaching principles, including summation of educational philosophy.

Dominican University, EDU 5265: Strategy Toolkit

This toolkit highlights ten literacy and learning strategies designed to support diverse learners in middle school classrooms. Each strategy includes step-by-step implementation guidance, examples from history and humanities lessons, and explanations of how it supports reading comprehension, vocabulary development, and critical thinking. The toolkit emphasizes differentiation, engagement, and universal design principles to make content accessible for all students, including English Learners and those with IEPs. It serves as a practical reference for planning, instruction, and reflection in both in-person and digital learning environments.

Equity in Education

Dominican University, EDU 5245: "The Power of Place" Learning for Justice Presentation

This presentation explores The Power of Place as a framework for fostering belonging, critical consciousness, and social awareness in education. Drawing on resources from Learning for Justice, it examines how place-based learning helps students connect personal identity with local and historical contexts while engaging with issues of equity and representation. Through reflective mapping and interactive discussion, the presentation highlights how educators can use place to deepen understanding, empathy, and community within the classroom.

Dominican University, EDU 5010: "From Shame to Empowerment" History of Sex Ed in USA Project

This teaching moment project traced the evolution of sex education from its early roots in moral and fear-based instruction to more comprehensive, inclusive, and empowering approaches seen today. Modern sex education now emphasizes empowerment through knowledge, encouraging open dialogue, respect, and informed decision-making rather than fear or moral judgment. Project focused on value-based education.

Dominican University, EDU 5010: Equitable and Inclusive Teaching Statement

As an educator, I am committed to creating a classroom where every student feels valued, supported, and included. I use culturally responsive materials, scaffolded instruction, and UDL-aligned lesson design to ensure all learners, especially multilingual, neurodiverse, and historically marginalized students, can access rigorous content. By building strong relationships, establishing predictable routines, and inviting students’ identities and experiences into the curriculum, I aim to create a learning environment rooted in belonging, respect, and equitable opportunity for every student.

*All three of these projects exhibits equitable and inclusive teaching principles and 21st Century Skills such as Creativity and Critical Thinking.

Pedagogy in Education

Dominican University, EDU 5280: Observation Report

In this observation report, I analyze classroom lessons through the lens of Teacher Performance Expectations (TPEs) 1, 3, and 5. My focus is on how the teacher created a positive and inclusive learning environment (TPE 1), engaged students through purposeful instructional strategies (TPE 3), and monitored student learning to inform instruction (TPE 5). By connecting these observations to my pedagogical coursework, I aim to deepen my understanding of effective teaching practices and reflect on how I can apply these strategies in my own classroom.

Dominican University, EDU 5245: TLC Group Project

This group project focuses on two teaching techniques to set a positive, focused tone the moment students enter the classroom and to ensure the lesson begins with clarity, consistency, and respect. This was presented to fellow student-teachers. These techniques help maximize learning time by reinforcing routines and expectations right from the start.

*This project exhibits equitable and inclusive teaching principles and UDL techniques.

Dominican University, EDU 5280: Practice Lesson

This is a practice lesson from my fieldwork placement including details of the lesson itself, feedback from my university supervisor and my own detailed reflection.

Dominican University, EDU 5275: Pedagogy Observations

This is a midterm of observations with my English content coach, specifically detailed and focused on engagement.

Dominican University, EDU 5275: UDL Unit Plan for ELA

This is an example of a multiple week-long unit plan, crafted in collaboration with my credentialed ELA content coach.

Dominican University, EDU 5275: ELA Observations

These are documented observations of my ELA Content Coach in the classroom, spring semester.

Dominican University, EDU 5255: UDL Unit Plan for Social Studies

This is an example of a multiple week-long unit plan, crafted in collaboration with my credentialed Social Studies content coach.

Differentiation in Education

Dominican University, EDU 5020: CE#1 Differentiated Instruction Slideshow

For this project, I explored a key aspect of Differentiated Instruction by researching its historical foundations, current applications, and purpose in supporting diverse learners. I analyzed how this approach can be implemented in my classroom to promote equitable access, engagement, and meaningful learning for all students.

*This project exhibits equitable and inclusive teaching principles, including proative differentiation.

Dominican University, EDU 5020: CE#2 UDL Group Project

For this project, my group explored Universal Design for Learning (UDL) by designing an instructional plan that intentionally supports diverse learners through engagement, representation, and expression. We selected specific UDL checkpoints and created an action plan demonstrating how these strategies can be implemented in a classroom setting using visual supports and inclusive practices.

*This project exhibits equitable and inclusive teaching principles, including proative differentiation.

EDU 5245 LFJ Midterm- ONeill