Resume

• 2018

  Colleges Nine & Ten

  Social Sciences Division

  Director of the Apprenticeship in Community-Engaged Research (H)ACER Program

  University of California

  Santa Cruz

  Department of Educational Leadership

  Taught a research methods course for Ed Leadership students.

  Lecturer

  San Jose State University

  EDUC 207: Social and Cultural Foundations in Education: Race

  Class & Equity in Schooling\nA sustained inquiry into the social

  political

  economic

  and historical foundations of schools with an emphasis on community attitudes toward education. Student narratives of engagement and resistance will provide a basis for insights and interventions useful to educators. Enrollment restricted to MA/credential students.\n\nEDUC 173: Critical Pedagogy (upper division undergraduate education course)\nPhilosophical and pedagogical exploration of relationships among oppression

  power

  society

  education

  and change. Examines how history

  power

  economics

  and discrimination shape societal perspectives and schooling practices

  and considers ways to transform education. \n\nEDUC 181: Race

  Class and Culture in Education (upper division undergraduate education course)\nExamines the schooling experience and educational attainment of racial/ethnic minority students in the U.S. Focuses primarily on domestic minorities. Addresses issues of variability between and within minority groups and the role of cultural

  structural

  and psychological factors in the educational attainment of these students.

  UC Santa Cruz

• 2010

  University of California

  Santa Cruz

  EDUC 60: Introduction to Education: Learning

  Schooling & Society (lower division undergrad)\nExplores the foundations of learning and teaching

  the social and political forces within schools and school systems in the U.S.

  and the educational policies and practices in culturally and linguistically diverse communities. \n\nCMMU 101: Communities

  Social Movements and the Third Sector (upper division undergrad) \nEngages with crosscutting ideas and concepts central to the major including constructions of community in social-change efforts and the institutionalization of social movements in third-sector organizations. Deepens students' understanding of the opportunities and obstacles embedded in various avenues of social action.\n\nCMMU 102: Preparation for Field Study (upper division undergrad)\nA practicum to prepare students for field study. Course must be successfully completed prior to the six-month field study. A feminist methodologies course. Enrollment restricted to community studies majors.

  Graduate Teaching Assistant

  UC Santa Cruz

  Environmental Studies Department

  Program Evaluator for the Doris Duke Conservation Scholars Program

  University of California

  Santa Cruz

  San Francisco Bay Area

  GEDU: Critical Social Theoretical Foundations in Education\nTaught an EdD course for educational administrators and non-profit professionals in the Bay Area. The course was small and I ran it like a workshop. It was a required class for all doctoral students to familiarize themselves with the purposes of US schooling with a focus on the study of knowledge production

  ideology

  power

  and agency.\nI provided a space to collaboratively

  critically

  and rigorously work through a core set of readings and concepts on social and critical theory. I facilitated student's diversified understandings of how to develop use educational theory to inform their research. I promoted students developing their own area of theoretical interest

  inquiry

  reflection

  and writing.\n

  Lecturer

  University of San Francisco

  College 10: Social Justice and Community

  Taught an entry-level writing class to incoming undergraduate students. Students learn about the differences in prejudice

  discrimination and oppression (internalized

  structural

  institutional

  interpersonal) and different ways oppression is animated for vulnerable populations (racism

  sexism

  ableism

  Islamophobia

  heteronormativity

  homophobia

  rape culture etc.). Students then explore differing strategies of resistance to these oppressions. Students hear from the Black Lives Matter movement

  a panel on transgender rights

  electoral politics

  and climate change and engage a variety of media sources to talk about current events.

  Lecturer

  University of California

  Santa Cruz

  University of Santa Cruz

  Santa Cruz

  I worked as a program evaluator for an NSF-funded program supported by the Engineering

  Environmental Studies

  Politics

  and Art Departments at UC Santa Cruz. Located at a vocational high school

  the program connects industry-based engineers with media studies undergraduate students and high school students to (1) design and build sustainable design projects and (2) create digital stories about the sustainable design projects. As a program evaluator

  I developed multiple multimodal assessment tools to measure the STEM learning outcomes for the high school students to assess potential differences in learning between students designing and building sustainable design projects or students creating digital stories about the projects. We hypothesize that the digital storytelling will provide a learning platform for students to grapple with sometimes challenging scientific concepts and through storytelling

  students will learn science.

  Program Evaluator

  University of California

  Santa Cruz - Jack Baskin School of Engineering

  University of California

  Santa Cruz

  Graduate Student Researcher

  Center for Collaborative Research for an Equitable California (CCREC)

  Worked closely with the center’s Director and Assistant Director

  along with the support of a network of faculty across the University of California system

  to begin the challenging process of articulating the center’s platform

  goals

  and mission statement. We developed the theoretical foundation

  built cross-disciplinary and cross-campus networks with professors

  mapping the multiple discipline-centric ways scholars speak of their commitment to equity-oriented collaborative community-based research. At CCREC I gained an understanding of the epistemic and ethical concerns of collaborative research as well as the components of multidisciplinary strategies that tend to the problems faced by many communities exposed to the global economy and migrations. Although I no longer work for the center

  I continue to participate in theoretical discussions concerning these methodologies and collaborative research scholarship trainings and conferences sponsored by CCREC.

  UC Santa Cruz

• 2009

  Doctor of Philosophy (PhD)

  Social and Cultural Context of Education

  Designated Emphasis in Feminist Studies

  UC Santa Cruz

• 2006

  Master of Arts (M.A.)

  MA Thesis: Bound to Speak: A study of language policy for ethnic minorities in Hong Kong

  China.

  Education with a Concentration in Equity and Social Justice

  San Francisco State University

• 1998

  English

  Swedish

  Spanish

  Portuguese

  Bachelor of Arts (B.A.)

  Religious Studies and Philosophy

  Lewis and Clark College

• Public Speaking

  Academic Writing

  Teaching

  Statistics

  Leadership Development

  Curriculum Development

  Qualitative Research

  Student Development

  Curriculum Design

  Community Outreach

  Research

  Workshop Development

  University Teaching

  Theory

  Student Affairs

  Workshop Facilitation

  Program Development

  Higher Education

  A Pedagogy of Community Building: Reimagining Parent Involvement and Community Organizing in Popular Education Efforts

  Ana Paulina Moreno

  Where dominant models of urban school reform often regard immigrant communities as obstacles that must be managed or reduced

  the two projects analyzed in this study (Alianza and the Project) regard the community as a powerful source of knowledge and as partners working towards educational improvement. This paper analyses the ways in which Latino parents involved in these projects

  come together to learn about their communities and engage in a process of community building that strengthens their capacity to resist

  if not overcome

  dominant ideologies and institutions. Latino parents in these projects do more than simply challenge the narrative of reform that continues to position them at the margins; they establish their own spaces of learning and solidarity that enable them to crystallize their perspectives and become agents of change in their local context. We posit that community building is key to creating sustained long-term relationships that can survive and withstand the struggle towards institutional change and open doors for Latino community empowerment in schools and the broader society.

  A Pedagogy of Community Building: Reimagining Parent Involvement and Community Organizing in Popular Education Efforts

  Digital storytelling has been heralded as a powerful and transformative participatory tool for practitioners of community-engaged scholarship. However

  recently researchers have raised concerns regarding issues of representation and use of digital storytelling as a participatory methodology. This article draws from an ethnographic case study of Adelante

  a university-community collaborative that used digital stories as part of their efforts to enact school and community change. It explores Adelante’s method of digital storytelling and raises important ethical considerations related to the dissemination of the stories. The discussion offers broader implications for social science researchers interested in digital storytelling and participatory community-engaged methods.

  On the Limits of Digital Storytelling as a Community Engaged Participatory Methodology

  Damian Parr

  Jann Perez

  Journal of Agriculture

  Food Systems

  and Community Development. 1(1)

  107-124.

  The Apprenticeship in Ecological Horticulture (AEH) at the University of California

  Santa Cruz

  has been teaching people organic and ecological horticulture for 43 years. This paper examines the extent to which the program has met the goals of growing farmers and gardeners

  and contributing to change in the food system. It also explores specific programmatic ways the AEH contributed to these outcomes. We surveyed program alumni from 1989 through 2008. Findings suggest that the program has successfully met its goals. According to alumni suggestions

  the primary way the program contributed to these outcomes was by developing apprentice knowledge and skills through hands-on activities. In addition

  other educational components

  not always explicitly addressed in similar programs

  were also key. We use different learning theories to help understand the AEH’s success and make recommendations for similar programs.

  Achieving Program Outcomes? An Evaluation of Two Decades of Apprenticeship in Ecological Horticulture at the University of California

  Santa Cruz Farm and Garden

  Linnea

  Beckett

  University of San Francisco

  UC Santa Cruz

  University of California

  Santa Cruz

  University of California

  Santa Cruz - Jack Baskin School of Engineering

  University of California

  Santa Cruz

  San Jose State University