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Careers in Teaching and Youth Work: Advice from Trinity Alumni

Wednesday October 2nd, 2019, 6:30-7:30pm, in Grand Room, Career Development Center

Updated: See video part 1 and video part 2 from this event.

Join us at this special event for Trinity College alumni to share advice with current students on different pathways to working with young people, whether in classrooms, counseling, or community organizations. Hartford-area alumni will join us in person, and others will join us via video conference. Professor Jack Dougherty will moderate the discussion. Co-sponsored by the Center for Student Success and Career Development and the Educational Studies Program. See also the Pathways to Teaching advising web pages. Open to the entire Trinity community.

Questions for alumni panelists:

1) What is your current position in teaching or youth work, and what path did you take into this profession?

2) Thinking back to when you were a Trinity student, what advice do you wish someone had given you about teaching or youth work?

Confirmed panelists:

Crisanne M. Colgan, MA ’74, Ph.D. is currently Adjunct Professor in the Master’s Degree program in Education at the University of St. Joseph, following a 41 year career in public and non-public schools. Crisanne graduated with a BA in French and English from the University of Connecticut. After graduating with a master’s degree in French from Trinity College, she earned a Sixth Year Diploma in Professional Education and a PhD in Curriculum and Instruction from the University of Connecticut. Crisanne began her career as a high school teacher of French and English, and the World Languages department chair. After serving as assistant principal in two districts, Crisanne was appointed the Senior Director of Instruction for the Avon, CT school district. Crisanne was also Principal of Roaring Brook School in Avon for 19 years.

Nicole George ’18 earned her bachelor’s degree in Educational Studies and Psychology, with a minor in Legal Studies, from Trinity College. Currently she is working toward her Master of Social Work degree at Virginia Commonwealth University, where her concentration is in Clinical Practice, with a focus on providing counseling and therapy to refugee and immigrant children.

Brigit Rioual ’14 earned her bachelor’s degree in Educational Studies and Sociology at Trinity College. Currently she teaches first through third grade students at the Montessori Magnet School, a city-suburban interdistrict public school, located across from campus at the Learning Corridor. While at Trinity, she began to enroll in teacher preparation courses at the University of Saint Joseph, and earned her Master’s degree, with elementary education certification and a focus on reading and language arts in 2017. She also completed training through the Association Montessori International in Spring 2019.

Brigit Rioual and Montessori Magnet students on first day of school, Fall 2019. Photo: Tom Sullivan.

Stacey Lopez ’11 earned her bachelor’s degree in Educational Studies, with a minor in Community Action, from Trinity College, and her Master of Social Work degree from the University of St. Joseph in 2017. Her internships and community learning experiences at Trinity College served as a strong catalyst for a career committed to facilitating diversity and equity when working with young people of color. Currently, she is the social worker at Opportunity Academy, a program of Our Piece of the Pie, Inc. in Hartford, CT where she supports over-aged and under-credited high school students in reaching their academic, personal, and career goals. In the past ten years, Stacey has had different roles that integrate her bicultural identity, youth development and education background, community building skills, and clinical training in the mental health and not for profit sectors. Prior to OPP, she worked as a licensed in-home clinician for youth and families at Wheeler Clinic and was a W.E.B. Du Bois Diversity Fellow at the Center for Counseling and Psychological Health at UMass-Amherst. Stacey also served as the Project Director for summer youth programs at the Christian Activities Council, Director of Youth Development at Billings Forge Community Works, and Program Coordinator for the Office of Community Service and Civic Engagement at Trinity College. She participates in the Latino Social Workers Network, which is a part of the National Association of Social Workers (NASW)-CT chapter and has recently joined Trinity College’s CHER Advisory board.

Cara Midlige ’17 earned her bachelor’s degree in Educational Studies, with a minor in Community Action, from Trinity College, and her master’s degree in childhood education from the Relay Graduate School of Education. Cara recently complete her two years as a Teach for America Corps Member, and is continuing to teach 3rd grade students at PS 86 The Kingsbridge Heights School in the Bronx, NYC.

Joseph Orosco ’19 earned his bachelor’s degree in Engineering and Urban Studies at Trinity College. He grew up in Pomona, CA, and identifies as a first-generation college student and also a Chicano/Native American. Joseph enrolled in Teach for America and is currently teaching Algebra I at Desert Pines High School in the Clark County School District, while obtaining his Masters in Education of Mathematics from the University of Las Vegas, Nevada.

Jeanika Browne-Springer ’12 earned her bachelors degree in Theatre & Dance: Arts in the Community, with minors in Studio Arts and Urban Studies, and also completed teacher certification coursework at the University of Saint Joseph in K-5 Elementary Education. She also worked with students in art class at the Montessori school, after school in Grace Academy’s enrichment clubs, and through Trinity’s Rising Stars mentoring program. Following graduation she completed a semester of student teaching at Breakthrough Magnet School in Hartford and remained there as an intern and building substitute, while working part time as a café operator at TheaterWorks. The following year she moved on to Betances Early Reading Lab in Hartford as an Associate Teacher, leading reading intervention groups, hands-on science lessons, and completing her Masters in Multiple Intelligences through the University of Saint Joseph’s cohort program. Luckily her coursework at Trinity qualified her for certification cross endorsements in Theater Education and in Dance. Over the past five years, she has been a second grade teacher at Global Communications International Baccalaureate Academy in Hartford, coaching the drill team after school, and continuing work in Hartford’s community theater scene with HartBeat Ensemble and Night Fall. Recently she accepted a position in Development & Marketing with Hartford Performs, a non-profit partnership with Hartford Public Schools to connect classrooms with the city’s vibrant arts community and train teachers in arts integration for their daily curriculum. While she never would’ve thought she’d end up in an office job as a grant writer for an organization, her experiences in the classroom make her a strong advocate for the arts in education, and connector of dots within the arts world.

Additional contributors:

Luke Forshaw ’03 earned his bachelor’s degree in Psychology at Trinity College, and also completed the elementary teacher certification program through the consortial program with the University of Saint Joseph. Luke has been an educator in the Darien School District in Connecticut since 2003, and currently he is the principal at Ox Ridge Elementary School. He earned his masters and doctoral degrees in curriculum and teaching from Teachers College in New York City, and also teaches graduate students for the University of Saint Joseph. Since Luke is meeting with his PTO during our event, he sent this video clip with advice on getting involved in working with young people and their families, and balancing teaching and graduate work.

Luke Forshaw and students at Maker Faire event. Photo by Darienite.com.

Jason Symmes ’09 earned his bachelor’s degree in Economics from Trinity College, where he also served as a teaching assistant for Educational Studies. He enrolled in Citizen Schools, a non-profit AmeriCorps program, where he worked in a South Boston middle school and earned his master’s degree. Currently he teaches mathematics and coaches students at Methuen High School in Massachusetts. Since Jason will be coaching during our event, he sent these responses to our reflection questions:

What is your current position in teaching or youth work, and what path did you take into this profession? So I realized during my junior year at Trinity that I wanted to be a teacher and a coach. I think I was against it before this time because my father had been saying it to me since I was really young, and I didn’t want to do what he said. I was unsure how to get there, being late in my junior year, and I worked with Professor Dougherty to help make my own path. Although I completed my degree in economics, I took as many education classes as I could, and became a teaching assistant for an education class and an economics class. I then decided to apply to Citizen Schools, a non-profit AmeriCorps program that allowed me to earn my masters degree in education while gaining valuable experience in a South Boston middle school. Those two years were amazing and gave me the experience and the education necessary to get a job at Methuen High School, located in a Massachusetts city on the New Hampshire border that has great diversity and resources. I am entering my 9th year here and have really grown as an educator. I was able to get a second masters degree in school administration a few years ago but I am still too involved with teaching my AP Statistics courses and coaching golf and lacrosse. I enjoy everyday and I recommend paving your own path and just plow through.

Thinking back to when you were a Trinity student, what advice do you wish you had heard from someone in the field of teaching or youth work? One of the greatest education experiences I ever had was working in a Hartford elementary school through the Educ 200: Analyzing Schools course at Trinity. It really opened me eyes to education in a city setting and that was when I decided that this is what my life work would be. My advice: make sure that you really enjoy working with students and understand that plenty of days are going to be hard, and some days you are going to want to quit, but the rewarding part of the job is seeing students succeed and the gratitude that they eventually have.

Danyelle Doldoorian ’14 earned her bachelor’s degree in Educational Studies and Mathematics from Trinity College. She currently teaches mathematics and coaches high school students at the Blair Academy in Blairstown, New Jersey. Since Danyelle will be coaching during our event, she sent these responses to our reflection questions:

What is your current position in teaching or youth work, and what path did you take into this profession? My pathway to private school teaching was kind of a whirlwind. I expected to teach in public school, but when a recruiter came to the Career Development Center to meet with people interested in teaching in private day or boarding schools, I figured I might as well show up. He interviewed me and sent my information to many schools he thought I’d work well with. I received many, many inquiries from schools looking for exactly what I was looking to do: teach math, coach basketball, and coach field hockey. Nearly all of the schools were boarding schools. I had not attended one, but the more I thought about it the more appealing it was to be completely immersed in the lives of the students and the school. I loved my time as a freshman seminar leader, helping with both classwork and transition into college life, and this seemed very similar. I took an interview at Bair Academy in New Jersey. I absolutely fell in love with it and took the job. I now teach math, coach JV field hockey, am the assistant varsity girls’ basketball coach, live in a dorm on campus as a dorm parent, do dorm duty once a week, and have a few other responsibilities. I have weekend duty every so often, I teach on Saturdays, and have to drive a bus to weekend activities for the kids as well as athletic events. Living on campus with the kids is great as you get to really know them, and you also have the amazing bonus of free housing and meals. If anyone is interested in boarding school life specifically, please reach out to me!! There is so much info I can give you. It is a completely immersive experience which is absolutely draining and absolutely invigorating and rewarding at the same time. If having autonomy in the classroom and taking kids on random 10PM McDonald’s runs sounds appealing to you…let me know!

Thinking back to when you were a Trinity student, what advice do you wish you had heard from someone in the field of teaching or youth work? As a Trinity student I wish someone had told me that private school requires no teaching certification and is AWESOME! I went to public school and thought that’s where I wanted to end up, so I was always slightly anxious about how I would make that happen without earning a teaching certification during my undergrad. If that’s you…no need to panic! Private school is a fantastic option! I am absolutely in love with my job. Teaching is the best job in the world and I’m lucky I am able to do it at a place that gives me 100 times more than I could ever give it, no matter how hard I try every day to even the score.

Jill Mack is the Licensure Officer for Educators and School Counselors at the University of Saint Joseph. She will visit the Trinity campus to advise students about the USJ teacher licensure program at this event, Wednesday October 2nd, and she also will be at Peter B’s Cafe in the Trinity Library on Thursday, October 31st from 9am – 2pm (please email jmack@usj.edu to schedule an appointment).

Anthony Jack, author of The Privileged Poor, speaks on Sept 26th at Trinity College

Anthony JackAnthony Jack, Assistant Professor of Education at the Harvard Graduate School of Education, and author of a best-selling new book, The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students, will speak on Thursday, September 26th, 2019 at Trinity College in Hartford, Connecticut.

12:15-1:15pm “On Diversity: Access Ain’t Inclusion,” Common Hour lecture in the Washington Room, second floor of Mather Hall. This event is open to the public. Seating is limited to 450 people, so arrive early. Parking also is limited, so we recommend that visitors enter the Broad Street gate near New Britain Avenue, park near the Ferris Athletic Center, and walk a short distance toward the center of campus to Mather Hall. See Trinity campus map. Books may be signed during the last 15 minutes of this event.

Other events on this day:

11am-12 noon Anthony Jack meets with students in the Educ 309: Race Class and Ed Policy seminar, who are conducting a related study at Trinity. McCook Hall 305.

1:30-2:30pm  Lunch discussion with Anthony Jack for Trinity faculty and staff in Rittenberg Lounge, Mather Hall. Seating is limited. Please RSVP to Patricia.Maisch@trincoll.edu. Books may be signed during the last 15 minutes of this event.

2:55-4:10pm Conversation with Anthony Jack for Trinity student leaders in Hamlin Hall. Contact Patricia.Maisch@trincoll.edu for more info. Books may be signed during the last 15 minutes of this event.

Bettina Gonzalez4:30-5:30pm Video “(Un)Privileged: The Cost of Being Poor at An Elite Institution,” and discussion with director, Bettina Cecilia Gonzalez (Trinity ’16) in Terrace B & C, second floor of Mather Hall. Open to the public. (Un)Privileged is a documentary that explores the social and personal issues faced by many low-income and first-generation undergraduate students across wealthy private colleges and universities in the United States. The film includes a cast of diverse first-generation and low-income students from Trinity College in Hartford, Connecticut, Vassar College in Poughkeepsie, New York, and Columbia University in the heart of New York City.

Evening discussions: Resident Assistants and PRIDE leaders will organize small-group follow-up discussions with members of the Trinity community on topics raised earlier in the day by Anthony Jack.

About the speaker: Anthony Abraham Jack, a native of Miami, received a scholarship to attend Gulliver Preparatory School, an elite private high school in South Florida. He went on to receive degrees from Amherst College and Harvard University. He is currently a Junior Fellow at the Harvard Society of Fellows, an Assistant Professor at the Harvard Graduate School of Education, and the Shutzer Assistant Professor at the Radcliffe Institute for Advanced Study.

About the book and lecture: Elite colleges are accepting diverse and disadvantaged students more than ever before, but access does not equal inclusion. Anthony Jack studies how poor students are often failed by the top schools that admit them and reframes the conversation surrounding poverty and higher education. His work explains the paths of two unique groups. First, the “privileged poor”: students from low-income, diverse backgrounds who attended elite prep or boarding school before attending college. The second are what Jack calls the “doubly disadvantaged”—students who arrive from underprivileged backgrounds without prep or boarding school to soften their college transition. Although both groups come from economically disadvantaged backgrounds, the privileged poor have more cultural capital to navigate and succeed—in the college environment and beyond. In many ways, rather than close the wealth gap, campus cultures at elite schools further alienate poor students by making them feel like they don’t belong. To challenge these deeply ingrained social, cultural, and economic disparities on campus, we must first begin to question what we take for granted. Jack speaks to how organizations—from administrators and association organizers, to educators and student activists—can ask the right questions and bridge the gap.

Sponsored by: Academic Affairs; Center for Teaching and Learning; Dean of Students Office; Educational Studies Program; Office of Diversity, Equity and Inclusion; Enrollment and Student Success; Neuroscience Program; and Political Science Department.

Video of Anthony Jack speaking at TEDx Cambridge in June 2019:

Backpack Full of Cash video documentary, Monday April 8th 2019

Backpack Full of Cash, a video documentary about the privatization of public schools, will be shown on Monday April 8th 2019 from 6:30-8pm at McCook Auditorium, Trinity College, 300 Summit St, Hartford CT. This event is sponsored by the Educational Studies Program and the Office of Urban Educational Initiatives at Trinity College. Jack Dougherty and Robert Cotto Jr. will give a brief introduction. Free and open to the public.

View the trailer:

About the film: Narrated by Matt Damon, this feature-length documentary explores the growing privatization of public schools and the resulting impact on America’s most vulnerable children. Filmed in Philadelphia, New Orleans, Nashville and other cities, BACKPACK FULL OF CASH takes viewers through the tumultuous 2013-14 school year, exposing the world of corporate-driven education “reform” where public education — starved of resources — hangs in the balance. Learn more at http://backpackfullofcash.com.

Pathways to Teaching and Youth Work: Advice from Trinity Alumni, March 12th 2019

Tuesday March 12, 2019 in McCook 201 conference room, 6:30-7:30pm

Join us at this special event for Trinity College alumni to share advice with current students on different pathways to working with young people, whether in classrooms, counseling, or community organizations. Hartford-area alumni will join us in person, and others will join us via Skype video conference. Professor Jack Dougherty will moderate the discussion. See also the Pathways to Teaching advising web pages hosted by the Educational Studies Program. Open to the entire Trinity community.

Ed Studies alumni panelists with Professor Jack Dougherty

Confirmed panelists:

Elaina Rollins ’16 completed her bachelor’s degree in Educational Studies, and a minor in Legal Studies. She currently teaches 2nd grade at Achievement First North Brooklyn Prep Elementary School in Brooklyn, New York and received her master’s degree in childhood education from the Relay Graduate School of Education. Learn more about Achievement First Teachers in Residence program.

Emily Meehan ’16 graduated with a bachelor’s degree in Educational Studies. She was a 2016 Teach for America corps member and currently works as a 6th grade English/Language Arts teacher at Blackstone Valley Prep Middle School 1 in Central Falls, Rhode Island. She is also pursuing her Master’s in Urban Education Policy from Brown University. Learn more about Teach for America.

Veronica Armendariz ’16 completed her bachelor’s degree in Educational Studies. She currently teaches algebra at Chicago Bulls College Prep in Chicago, IL, and is the process of receiving her teaching licensure from the State of Illinois. Learn more about the Noble charter school network and teaching in Illinois.

Begaeta Nukic Ahmić ’11 earned her bachelor’s degree in Educational Studies and Mathematics. After Trinity she completed the Teacher Certification Program for College Graduates (TCPCG) at the University of Connecticut, a full-time, one-year intensive master’s program that prepares college graduates to teach in a certification area. She currently teaches algebra at Roosevelt Senior High School in Washington DC.

Stacey Lopez ’10 earned her bachelor’s degree in Educational Studies, with a minor in Community Action, from Trinity College, and her Master of Social Work degree from the University of St. Joseph. Currently she works as an in-home clinician for youth and families at Wheeler Clinic in Hartford CT. Previously, she was a W.E.B. Du Bois Diversity Fellow at the Center for Counseling and Psychological Health at UMass-Amherst, Project Director for summer youth programs at the Christian Activities Council, Director of Youth Development at Billings Forge Community Works, and Program Coordinator for the Office of Community Service and Civic Engagement at Trinity College.

Kate McEachern Bermingham ’07 graduated with a bachelor’s degree in Educational Studies and Psychology. She earned her teaching certification through Trinity’s consortial program at University of St. Joseph in West Hartford, and completed her master’s degree. She currently teaches at the Expeditionary Learning Academy at Moylan School (ELAMS), a Hartford public school near campus.

Elise Castillo named Ann Plato Diversity Fellow at Trinity College

Dr. Elise Castillo, Ann Plato Fellow 2019-20

The Educational Studies Program and the Public Policy & Law Program proudly announce that the Ann Plato Diversity Fellowship has been awarded to Dr. Elise Castillo, who will join the Trinity College faculty for the 2019-20 academic year. She will design a new Public Policy & Law course on privatization during the fall semester, teach the Educ 300: Education Reform Past & Present course in the spring semester, and launch a new research project on Asian-American family experiences with school choice.

Dr. Castillo’s scholarly identity is shaped by her personal experience as a second-generation Filipino-American, and her professional experiences as a public school teacher in a high-poverty New York City neighborhood. She earned her Ph.D in Education Policy from the Graduate School of Education at the University of California, Berkeley in December 2018. Her dissertation research, “Progressive Education Meets the Market: Organizational Survival Among Independent Charter Schools,” featured a 10-month qualitative study of three independent charter schools in New York City, and illustrated the difficulties inherent in instituting progressive schooling in an educational environment deeply informed by market principles. In addition, she has co-authored articles in the Peabody Journal of Education and the International Journal of Child Care and Education Policy, as well as UC-Berkeley policy reports on expanding preschool in New York City, and school funding and achievement gaps in the Los Angeles Unified School District.

Currently, Dr. Castillo works as a researcher at the Metro Center at New York University. Prior to pursuing doctoral studies, she taught middle and high school English in New York City and worked as a policy research assistant at Teachers College, Columbia University. She received her BA in English and Creative Writing from Barnard College, an MS in Teaching (Adolescent English) from Pace University, and an MA in Education Policy from UC Berkeley. Read more about her work at https://elisecastillo.com.

Trinity College’s diversity fellowship is named for Ann Plato, a 19th-century author and teacher of African American and Native American descent, who lived and wrote in Hartford. She was the second woman of color in the United States to publish a book, and the first to publish a book of essays and poems, titled Essays: Including Biographies and Miscellaneous Pieces, in Prose and Poetry (1841).

Learning to Be Latino: Book Talk with Prof. Daisy Reyes, March 7th 2019

Professor Daisy Reyes, from her website

Daisy Reyes, Assistant Professor of Sociology and Latin American Studies at the University of Connecticut, will speak about her recent book, Learning to Be Latino: How Colleges Shape Identity Politics (Rutgers University Press, 2018).

Join us on Thursday March 7th, 2019 from 12:15-1:15pm (Common Hour) in Terrace Rooms ABC, 2nd Floor of Mather Student Center, Trinity College, Hartford CT.

Open to the public. Light lunch provided. Co-sponsored by Educational Studies, Urban Education Initiatives, Enrollment and Student Success, and La Voz Latina.

About the book, from the publisher:

In Learning to Be Latino, sociologist Daisy Verduzco Reyes paints a vivid picture of Latino student life at a liberal arts college, a research university, and a regional public university, outlining students’ interactions with one another, with non-Latino peers, and with faculty, administrators, and the outside community. Reyes identifies the normative institutional arrangements that shape the social relationships relevant to Latino students’ lives, including school size, the demographic profile of the student body, residential arrangements, the relationship between students and administrators, and how well diversity programs integrate students through cultural centers and retention centers. Together these characteristics create an environment for Latino students that influences how they interact, identify, and come to understand their place on campus. Drawing on extensive ethnographic observations, Reyes shows how college campuses shape much more than students’ academic and occupational trajectories; they mold students’ ideas about inequality and opportunity in America, their identities, and even how they intend to practice politics.  

Learn more about Professor Reyes and her new book at:
https://www.daisyverduzcoreyes.com/publications

Video documentary & panel on “Unlikely” college access, Feb 6th

Trinity College will screen the documentary “Unlikely,” an investigation of America’s college dropout crisis and the barriers students face in their pursuit of an education and meaningful career on Wednesday February 6th at 7pm at Cinestudio, located on the Hartford campus. Following the film, a panel discussion with higher education professionals will be moderated by Robert Cotto, Jr., director, urban educational initiatives, Trinity College. Featured panelists will include Roxanna Booth Miller, co-executive director, Hartford Youth Scholars; Angel Pérez, vice president, enrollment and student success, Trinity College; and Richard Sugarman, president, Hartford Promise. Co-sponsored by the Office of the President and the Educational Studies Program at Trinity College. Both the film screening and panel discussion are free and open to the public.

Learn more about the video: https://www.unlikelyfilm.com/

For a brief synopsis, visit: http://bit.ly/UnlikelyAtTrin

View the trailer:

Dr. Elise Castillo lecture on Ed Studies & Public Policy, Jan 31st

Source: Berkeley Review of Education

Dr. Elise Castillo will deliver a research presentation, “Progressive Education Meets the Market: Organizational Survival Among Independent Charter Schools,” on Thursday Jan 31st, 2019 from 12:15-1:15pm in McCook 201 conference room at Trinity College, Hartford CT. Dr. Castillo recently earned her Ph.D in Educational Policy from the Graduate School of Education at the University of California-Berkeley. Her talk is co-sponsored by the Educational Studies and the Public Policy & Law programs at Trinity. Lunch is available for the first 15 people.

She also will participate in a student-led discussion from 3-3:45pm in the Underground Cafe in Mather Student Center basement.

Learn more about her work at https://elisecastillo.com/.

Community-Centered Research Panel on Feb 5th, 2019

Panel Discussion – Education Beyond Schooling: The Power of Community-Centered Research for Youth of Color
Tuesday, February 5, 2019, 12:15-1:15 (Common Hour)
Terrace Rooms B & C, Mather Student Center, Trinity College

Dr. Eujin Park

Please join us for a panel that will feature two scholars who have engaged in community-based research with youth at community organizations: Dr. Eujin Park, Research Associate, Institute for Research on Race and Public Policy, University of Illinois at Chicago and Dr. Julissa Ventura, Chancellor’s Postdoctoral Fellow, School of Education & Department of Ethnic Studies, University of Colorado Boulder. Dr. Park studies the educational experiences of Asian Americans, racialization processes in education, and class- and race-based inequality in schools. Dr. Ventura’s research sheds light into the important, yet often invisible work of school support staff and community youth facilitators in developing Latinx students’ sense of belonging, academic identities, and critical consciousness.

Dr. Julissa Ventura

Dr. Park and Dr. Ventura will discuss how community organizations contribute to the education of youth of color in important ways, especially by nurturing and valuing communities of color. Given that schools often fall short in supporting students of color, it is essential to pay attention to spaces where essential and nurturing work is taking place. The panelists will also discuss how they have navigated relationships with community organizations as they have engaged in research.

This event is sponsored by the Educational Studies Program and the Dean of Faculty Event Fund. A light lunch will be provided.

Questions? Contact stefanie.wong@trincoll.edu or erica.crowley@trincoll.edu.

Download the event poster below: