January 2024

To better serve the needs of students, me and another LEADR TA organized and presented a Resume/CV Workshop for students (presentation below). We discussed the difference between a resume and a CV, provided examples of each, and why it is important to also have a digital presence. The workshop was well received and the students enjoyed learning about how to create such documents and how to become more visible online.

March 2024

Perspective students were invited to tour LEADR and each TA presented about a different piece of equipment or digital technology that they could use in the lab. I presented on 3D printing as it became a passion of mine while working in LEADR. I explained what types of items the students could 3D print, how they could use it in their own research interests, and the nshowed them different examples of items that were 3D by students. They were intrigued and liked learning from all of us about how LEADR could better serve them if they became students at MSU.

August 2024 | Conference Website

Myself, two other graduate students, and the Director did a panel presentation for the H-Net Teaching Conference where we each discussed different digital tools teachers could implement into their classrooms. I focused on 3D and we also discussed GitHub and Omeka. Conversations evolved into how a teacher could begin implementing such technologies as well as the planning and structure needed to prepare students for using these examples as well. After the presentation, we were invited to publish about this topic in the Proceedings of the H-Net Teaching Conference, which will be available to the public soon.

This course is a capstone course for undergraduate students in Anthropology. It helps prepare them for events and jobs post-graduation. One assignment they were tasked with is to create an online digital portfolio that included a home page, resume or CV, sample assignments, and a reflective essay. As the assigned LEADR TA for the course, I held two workshops and one workday for students to develop their portfolios. Assisted by information from the previous LEADR TA who was assigned to the course the year prior, I created handouts and presentations to help guide students. We used MSU Domains and WordPress for this assignment. It was great to see students follow along and learn about branding themselves and how they wanted to be seen by a wide range of audiences. We discussed these aspects as well as styling choices and how to represent their best work when sharing previous projects and assignments. I could tell that students appreciated learning these skills as it helped them to create a product that they could use in the future after graduating form MSU.

The course did not have a formal meeting where I talked to them in person about podcasting, however, I did edit and create informational documents for them and LEADR staff to reference. I also assisted students when they came into LEADR to use the podcasting studio and was available for office hours if needed.

I was a Co-TA for this course with my LEADR colleague. helped with the presentation and on the day of the class visit to the lab. I was familiar with Google Earth prior to this course, however, it was great to have the opportunity to learn more about other details and functions that it offers. Students seemed really interested in using it as well to learn more about Lesotho, the location they were studying in class.

This goal of this digital project for this course was to have students integrate historical events they learned about in class along with primary source materials. It was the first time that TimelineJS was used for this course and it was the first time I used the software, so it was interesting to learn about it. I prepared two workshops for the course and an additional work day was also offered. Because it was a newer software to the faculty member and students, the LEADR Director and I held many meetings with the professor and each other to craft help guides that would best assist the students. As a result, I created a TimelineJS Tutorial Guide, a TimelineJS Template for students to use that mirrored the software and helped them organize their data, a Citation Guide, and a Suggested Source List that had links to libraries and collections that students could reference based on different topics. Once students experimented with the software and the help guides, they became interested in also adapting this software to other coursework in the future.

For this course, I presented an introductory guide to LEADR and podcasting. I discussed the different options students would have for their final projects, and shared help guides for podcasting and creating a website via WordPress. It was great to see students get interested in creating something different for their final projects rather than just a written piece.

I was a Co-TA for this course. The goal was to build on an evolving project (multiple semesters) that is a digital cultural map of indigenous community issues worldwide. I helped with the presentation and on workshop / class visit days. Because it was such new software to everyone, a lot of time was budgeted in the beginning to go over GitHub and how they would be integrating new data to the map. However, when students became familiar with the software, it was apparent that they were excited to add their information to the map.

Link to This is Indian Country website.