Colleen Slebzak

Ph.D. [ABD] Social Psychology | Walden University
2019 – Present
Dissertation Plan: Social Perceptions of Fear of Crime
Positioned to earn Academic Excellence at Walden University. Inducted into the Golden Key, NSLS, International Phi Chi Psychology Chapter honors societies, and the National Honor Society while in attendance at Walden University (so far).
GPA 3.89 Summa Cum Laude [on track to earn]

M.S. Psychology | Tiffin University
2017 – 2019
Thesis Plan: Community Art Gardens to Promote Holistic Healing in Mental Healthcare.
High Honors & Dean’s Academic Excellence Award at Tiffin University.
GPA 3.69 Magna Cum Laude

M.H. Communications & Film Studies | Tiffin University
2016 – 2017
Thesis Plan: Global Citizens United: A Proposal for Transparency in the News on Old and New Media Platforms.
High Honors & Dean’s Academic Excellence Award at Tiffin University.
GPA 3.75 Summa Cum Laude

M.A. Arts & Visual Media | Tiffin University
2014 – 2016
Thesis Plan: Global Citizens United: A Proposal for Transparency in the News on Old and New Media Platforms.
High Honors & Dean’s Academic Excellence Award at Tiffin University.
GPA 3.78 Summa Cum Laude

B.A. Cultural Anthropology | University of Maine
2011 – 2014
Minor: Sustainability and Climate Change Sciences.
Thesis Plan: Traditional Ecological Knowledge in Modern 21st Century Communities.
Listed on the International Dean’s List at the University of Maine.
GPA 3.58 Summa Cum Laude

A.A. | Anne Arundel Community College
2007 – 2011
Major: Transfer Studies & Art History.
GPA 3.87 Summa Cum Laude

M.Ed. | Goucher College
2020 – 2021
Professional Development Master’s in Education Course: TED Masterclass with certification to host TED Talks at conferences under the TED guise.
GPA 4.0

Certifications

FERPA | International Cultural Sensitivity Training | Hudson Global Scholars
o 09/2022 – Present
FERPA | Walden University | Certificate to Teach College & Higher Education
o 03/2021 – Present
Certificate to Teach Psychology at the College and University level.
PhD Teaching Residency | Walden University
o 03/2021 – Present
o Teaching Practicum & Residency Training (Psychology). Completed the residency and all doctoral coursework requirements, of which act as certification to teach general and social psychological constructs at the university level.
FERPA | Tiffin University | Certificate to Teach College & Higher Education
o 07/2019 – Present
o Certificate to Teach Psychology at the College and University level.
FERPA | Tiffin University | Certificate to Teach College & Higher Education
o 06/2018 – Present
o Certificate to Teach Film Studies & Communications
FERPA | Tiffin University | Certificate to Teach College & Higher Education
o 05/2017 – Present
o Certificate to Teach Art & Visual Media
FERPA | Suicide Training | Hudson Global Scholars
o 03/2022 – Present
MSDE | Standard Professional [Conditional] Teaching Certificate
o 06/2022 – 06/2022
o Certificate to teach k-12
First Aid, CPR, and Field Dressing Certified | Standard Certificate
o 06/2021 – 06/2022
o Certificate to teach k-12
Bullying & Safe Schools | National Prevention Certificate
o 06/2021 – 06/2022
o Certificate to teach k-12
Suicide & Prevention | National Prevention Certificate
o 06/2021 – 06/2022
o Certificate to teach k-12
T.I.P.S. Certified | National Prevention Certificate
o 06/2021 – 06/2022
o Certificate to teach k-12
SafeServ Certified | National Prevention Certificate
o 06/2021 – 06/2022
o Certificate to teach k-12
Food Borne & Contamination Illness Certified | National Prevention Certificate | Tiffin University/FDA
o 01/2029 – Present

Experience

Co-Occurring Substance Use Disorder Counseling Training
Freedom Health Systems
Fall 2022
In- Training
See Appendix IV for Completed Trainings List

Tutored By Teachers
Fall 2022
Virtual Instruction of United States Based Students

o ELA – 4th Grade
o Math – 4th Grade
o ELA -- 5th Grade

Hudson Global Scholars
Fall 2022
Virtual Instruction of Internationally Based Students

o Art Development [Special Education Private Instruction - Catholic Virtual Academy (IEP) 1:1]
o World Geography and Global Cultures [International – High-School students in Istanbul – 35 Students]
o World Geography and Global Cultures [International – High-School students in Istanbul – 35 Students]
o Advanced Placement Psychology [1:1] [International – High-school student in China]
Designed honors curriculum, course goals, and outlines to amalgam with students’ program goals in psychology for college credit (designed based on college program goals and curriculum (1:1 for an hour each week or more).
o Latin I [Secondary Education]
o Latin II [Secondary Education]
o Basic Web Design [1:1] [International – High-school student in China]
Designed honors curriculum, course goals, and outlines to amalgam with students’ program goals in psychology for college credit (designed based on college program goals and curriculum (1:1 for an hour each week or more).
o Introduction to Web Design (CT Course [International – High-school students in Ukraine] 45 Students).
Designed I.E.P. curriculum, course goals, and outlines to amalgam with students’ learning and developmental goals (designed with other healthcare professionals and parents/guardians). I also implement these plans through direct mentorship (1:1 for an hour each week or more).

Adjunct Psychology Professor | Baltimore City Community College
01/2022 – 04/2022
Psychology Adjunct Professor (Higher-Education)

Taught Higher-Education Psychology for Dual Enrollment for both High-School & Associates Degree/P-TECH Credits [3 cr.hrs.]
Curriculum development and lesson planning for in-person instruction delivery of psychological constructs to promote student success within a college learning environment in the fields of nursing and clinical psychology (see appendix for an outline of the year-long course content designed for advanced placement into college career-path programs in the health industry. Provides students with frequent, timely, and clear feedback regarding academic performance. Designs lessons with a multicultural audience in mind. Prepares students for college-aptitude testing/tutoring services. Incorporates multicultural and student perspectives in discussions, lessons, and in all assignment creation. Provides multi-lingual assignments for diverse student needs.
P-TECH Responsibilities included curriculum development and lesson planning. Constant monitorization of student performance for I.E.P., high-honors, and spectrum learners in a belneed classroom. I wrote detailed progress/performance reports each week for parents and for data-collection, ensured APA alignment to career paths outlined by P-TECH State and Federal learning standards. Assessed student learning outcomes weekly, amalgamating materials to their career paths, and providing tutoring services to students as needed.

Primary Investigator: Behavioral Psychology: A Social-Fulfilling Prophecy? Are Baltimore Teens Pressured by Groupthink to Commit Violent Crimes?
09/2019 – Present
Walden University Qualitative Dissertation Research [Ongoing.]
Primary Investigator: Social and Behavioral Psychological Research [Mixed Methods; Theoretical.]

Social Psychology Professor | Bard College
09/2021 – 01/2022
Social Psychology Adjunct Professor (Higher-Education)

Teaching Higher-Education Social Psychology at E.L. Haynes Public Charter School in Washington D.C. for Bard College. Adjunct faculty. (Higher Education)
Lesson planning, curriculum design, IEP, 504, and High-Honors educator/mentor. Delivered in-person and online course instruction of social psychological constructs, framed in current societal contexts. Providing students with frequent, timely, and clear feedback regarding academic performance. Designing lessons with a multicultural audience in mind. Prepared students for college-aptitude testing/tutoring services. Incorporated multicultural, student perspective-driven environment by careful design of all discussions, lessons, and assignments. Provided multi-lingual assignments for diverse student needs.

Interactive Media Production (Certification in Adobe CC) – Career & Technical Education Teacher | Baltimore County Public Schools
09/2020 – 08/2021
Interactive Media Production Teacher – CTE in Digital Art & Adobe Certification – K-12 Art Teacher (Secondary Education)

IMP-1 students develop skills in photo/video imagery, animation, non-linear video editing, Web page design, basic game development, and mobile/ handheld application development. Students complete a professional portfolio which can be used to apply for advanced/ continuing education programs and employment. Each class hosts grades 9-12, IEP and 504 learners, as well as Honors and general population students. Teaching Adobe CC has been challenging, as many students did not have the software, or even the hardware, to complete assignments. I have differentiated learning styles, assignments, and my whole class structure to be sure no student is left behind due to technical difficulties. All 96 students in the three classes I teach have excelled beyond average marks.

Baltimore City Teaching Residency
05/2020 – 08/2020
Baltimore City Teaching Residency for educating Middle to High School Students (completed all but two weeks then was called to duty. I left on good terms).

Registered Behavioral Technician 40-Hour Training - The Autism Partnership Foundation
09/2021 – Present
Near Completion.

Skillset(s)
Curriculum Design
Advanced Placement Psychology Course
Designed to place students in an higher education program in the medical field or in the field of psychology. Using APA guidelines, this course could potentially place students into a Masters of Doctoral Level program. Students are able to transfer their earned credits from the specific content of any of the modules for college course credit in specific fields of psychology (see “appendix 1”).

Career and Technical Education (CTE): Interactive Media Production: Certification in Adobe Creative Cloud Suite (Photoshop, Illustrator, Lightroom, and DreamWeaver).
I designed the entire curriculum for the department of digital and visual arts to Common Core National Standard and the Maryland State Board of Education requirements for CTE education in Visual Art and Digital Media. I was the first teacher to begin teaching this certification program at the school, so I outlined a detailed plan of action for the semester that yielded successful results with student engagement and completion/certification. For students enrolled in partnering college programs for dual enrollment (for both high-school and college course credits).
Conferences & Summits

2021 U.S. Chamber of Commerce Global Forum on Economic Recovery Summit
2021 Psychological Science and Education Research - NSF and IES - Convention
2021 American Psychological Association 2021 Conference (upcoming/registered)
2021 Communicating Psychological Science with the Public: Interview Series (four parts)
2021 Division 6: Society for Behavioral Neuroscience and Comparative Psychology (SBNCP)
2020 American Psychological Association 2020 Virtual Conference

Honors, Grants, and Awards

Induction Upon PhD Completion

2021 Tau Upsilon for Human Services
2021 Phi Alpha Honor Society
2021 SALUTE National Honor Society
2021 Alpha Sigma Lambda Honor Society
2021 Alpha Phi Sigma Honor Society
2021 Upsilon Phi Delta Honor Society
2021 Kappa Delta Pi Honor Society
2021 Pi Alpha Honor Society
2021 Chi Sigma Iota Honor Society

Inducted

2021 Induction into the Golden Key International Honors Society - Walden Chapter
2021 Induction into the Phi Chi - Walden University Chapter of the International Honor Society for Psychology
2021 Induction into the NSLS - National Society of Leadership and Success – Walden University Chapter
2020 Induction into the Honors Society – Walden University Chapter
Academic Excellence at Tiffin University (TU)
International Dean's List Society
Phi Theta Kappa National Honors Society (AACC & UM)
Arts and Humanities Scholarship Award Winner (UM)
Liberal Arts and Sciences Scholarship Award Winner (UM)
University of Maine Grant Award Winner (UM)
Merritt Scholarship Award Winner (AACC)
Pell Grant Award (AACC)

Memberships & Organizations

2021 Member of the American Psychological Association
2021 Member of the Association for Psychological Science
2021 Society of Australasian Social Psychologists (SASP)
2021 American Psychological Association
2021 American Psychological Science: Division 3: Experimental Psychology and Cognitive Science
2021 American Psychological Science: Division 001 Society for General Psychology - Student Affiliate Membership
2021 American Psychological Science: Division 003 Society for Experimental Psychology and Cognitive Science - Student Affiliate Membership
2021 American Psychological Science: Division 006 Student Affiliate Membership
2021 American Psychological Science: Division 015 Educational Psychology - Student Affiliate Membership
2021 American Psychological Science
2021 American Psychological Science: Division 6: Society for Behavioral Neuroscience and Comparative Psychology

Praxis Exams

Praxis Core
Praxis Core Combined - Passed
Writing Exam – Passed
Mathematics Exam – Passed
Reading Exam - Passed

Praxis Subject Content Area
Art k-12 – Passed

PD Workshops, Seminars, & Asynchronous Courses

05/2021 – American Psychological Association – The Psychological Toll of COVID-19 – PD Course
05/2021 – Online Learning Consortium - Synchronous Learning: Reimagined – Workshop
02/2021 - BCPS Connects Positive Intelligence to Reflect
02/2021 - Culture of Care: Taking in the Good
02/2021 - New Teacher Induction Series – Technology in the Art Classroom
02/2021 - New Teacher Induction Series – Special Education Talk Tuesday February
02/2021 - Making Affective Statements More Effective in Restorative Practices
02/2021 - Promoting Social and Emotional Well-Being – Productive & Positive Virtual Class Meetings
02/2021 - SEL Summit – Social and Emotional Learning – Connecting as a Community
02/2021 - SEL Summit – Social and Emotional Learning – Culture of Care: Taking in the Good
02/2021 - SEL Summit – Social and Emotional Learning – Mindfulness for Educators with an Equity Lens
02/2021 - SEL Summit – Social and Emotional Learning – Promoting Social and Emotional Wellbeing: Positive and Productive Virtual Classroom – Part 1
02/2021 - SEL Summit – Social and Emotional Learning – Promoting Social and Emotional Wellbeing: Positive and Productive Virtual Classroom – Part 2
02/2021 - SEL Summit – Social and Emotional Learning – Theory to Practice Creating Community Support Through Trust and Equity
02/2021 - Social and Emotional Competency – The Art of Healing
02/2021 – What’s Love Got To Do With It? With Dr. Brittina Love
02/2021 – Word Mail Merge 2021 Updates
09/2020 – BCPS New Hire Orientation Training
09/2020 - Theory to Practice: Creating Communities of Support and Trust Through an Equity
09/2020 – Using BitMoji Images to Engage Learners
09/2020 – Using BitMoji to Engage Learners
09/2020 –The Visual Experience – High School Textbooks
10/2020 - Teacher to Teacher – New Art Educator –Grading and Engaging
10/2020 - High School Advanced Electives Training 1
10/2020 - High School Advanced Electives Training 2
10/2020 - High School Advanced Electives Training 3
10/2020 – Statewide Professional Development Day – MSEA Communication
10/2020 - Teacher to Teacher ? ?
11/2020 - DEMOS in the Art Room ?
11/2020 - Teacher to Teacher – New Art Educator – Checking in On Students and Ourselves
11/2020 – Structural Support for Virtual Learning
12/2020 - DEMOS in the Art Room ?
12/2020 - Teacher to Teacher – New Art Educator
12/2020 – Bullying and Suicide: Keys to Prevention
12/2020 - New Teacher Hybrid Support
01/2021 - Teacher to Teacher – New Art Educator – Looking at Student Work

? ?
Innovation Academy [iAcademy]

11/2020 - iAcademy Workshop – Creating Content with Google Slides, Docs, and Draw.
11/2020 - iAcademy Workshop – Copyright & Fair Use for Digital Learning
11/2020 - iAcademy Workshop – Unlocking the Potential of OneDrive
11/2020 - iAcademy Workshop – Digital Storytelling
11/2020 - iAcademy Workshop – Maximizing Schoology Communications to Communicate with Students, Parents, and Colleagues.

Academic Residencies

02/2021 - Walden University - RESI III –Doctoral – Quantitative & Qualitative Research Methods - S
02/2021 - Walden University - RESI II – Doctoral –Teaching in Higher-Education - S
12/2020 - Walden University - RESI I – Doctorial – Aligning Research - S
08/2020 – Walden University – RESI – Doctorial – Scholarly Research & Scientific Writing – S
05/2019 - Tiffin University – RESI - Masters Teaching Residency - Teaching in Higher-Education - S

Training

04/2021 – LD for Prospective Staff Development Teachers - Training Program
10/2020 - Sexual Assault Prevention for Adult Learners (SAPAL).
10/2020 - AlcoholEdu for College
09/2020 – BCPS New Hire Orientation Training
03/2021 - AVID – Focused Notetaking
09/2020 – AVID – Using BitMoji to Engage Learners
12/2020 – AVID – Using Inquiry to Increase Rigor
10/2020 – AVID – Strategies and Class Notebooks
10/2020 – AVID – Strategies eBinders
02/2021 – AVID – Class Notebook
10/2020 - AVID – Socratic Seminars in the Classroom: Digital Integration of WICOR using Critical Reading Strategies
11/2020 - AVID – Focused Notetaking
11/2020 - AVID – What has Love Got to Do with It? The Essential Role of Attachment-Based in Learning and Leading
11/2020 - AVID – Philosophical Chairs: Digital Integration of WICOR using Critical Reading Strategies
07/2020 - AmeriCorps Virtual Orientation
11/2020 - Member of the PTSA
09/2021 – TABCO Member
08/2020 – New Educator Orientation – BCPS

PUBLICATIONS [informal]

Slebzak, C. A. (May, 2019). Literature Review and Meta-Analysis: Holistic Interventions in Mental Health Policy, Practice, and Theory. ResearchGate.

REFERENCES

Beth Thompson
SUPERVISOR - Career Coach at Baltimore County Public Schools
(Beth has sat in my classes at least once every two weeks to professional council me).
E-mail:
Phone:

Dr. Silvia Bigatti
Teaching Practicum – Virtual Training
E-mail:
Work Phone: (317)

Cara Jones
Enrollment Advisor at Walden University, Minneapolis, MN.
Phone:
Email:

Erin Kisabeth
Graduate Academic Advisor at Tiffin University in Tiffin, OH.
Phone: ext. 3269
Email:

Jay Augustine
Maintenance Mechanic in Baltimore, MD.
Email:
Phone:

Dr. Jody (Jay) Dill
Social Cognition and Attitudes
E-mail:
Work phone:
LINKS

? WordPress:
? Prezi Interactive Resume:
? Twitter: CSlebzak @
? Blast-O-Plast Website:
? YouTube:
? Linkedin:
? Tumblr: cslebzakanthro at @
? Esty: Blast-O-Plast @
? Ello: Cslebzak
? Big Cartel: Blast-O-Plast
? Facebook: Colleen Slebzak
? Facebook Business Pages: “Slebz” [artist page] and “Street Treats by Slebz” [online bakery page]
? Facebook Business Group Discussion Forum: Blast-O-Plast
? Instagram: Blast-O-Plast
? Alternate email:

Coursework
Walden University
Ph.D. in Social Psychology (Fast Track with MS Entry) [ABD]
FALL 2019 - Present
(Anticipated graduation in May of 2022)
All coursework successfully satisfied for the Doctoral Degree in Social Psychology (Fast-Track with MS Entry)

DRWA8001- Doctoral Writing Assessment - 4/4 - A+
PSYC8000- Doctoral Candidate Orientation Course - 4/4 - A+
PSYC8004- Foundations in Graduate Study - A+
PSYC8762- Teaching Psychology - A+
PSYC8412- Research Foundations - A+
RSCH8260- Advanced Qualitative Reasoning and Analysis - B
PSYC8296 - Social Cognition and Attitudes - A
RSCH8260Y - Advanced Quantitative Reasoning and Analysis - A
RESI I – Virtual Doctorial Residency I
PSYC8214 – Consulting for Organizational Change – A
PSYC8202 – Survey Research Methods – A
RESI II – Virtual Doctorial Residency II – S
RESI II – Virtual Doctorial Residency III – S
PSYC8315 – Program Evaluation – A
PSYC8702 Dissertation Literature Review Lab – S
PSYC8920T – Teaching Practicum – A
PSYC8640 – Applied Social Psychology – A
PSYC8880 – Writing A Quality Prospectus – S
All course requirements have been met for the program of Social Psychology (Fast-Track with M.S. Entry)

Current GPA: 3.89 (Summa Cum Laude)

Tiffin University
Masters of the Sciences in Psychology
FALL 2017 - SPRING 2019

PSY501- Professional Practices in Psychology- B
PSY541- History & Systems of Psychology- B
PSY543- Developmental Psychology- A
PSY546- Psychopathology- A
PSY521- Statistical Procedures I- C
PSY522- Statistical Procedures II- B
PSY545- Advanced Theories in Personality- A
PSY622- Cognitive Psychology- A
PSY533- Research Design & Analysis I- A-
PSY534- Research Design & Analysis II- A
PSY611- Professional Issues I: Law & Ethics- A
PSY612- Professional Issues II: Cross Cultural Psychology- A+
PSY621- Social Psychology- A+
PSY631- Neuropsychology- A
PSY641- Capstone Research I- B
PPSY642- Capstone Research II- B

Overall GPA: 3.9 (Summa Cum Laude)

Tiffin University
Masters of the Humanities in Communications and Film Studies [Dual Concentration]
FALL 2016 - SPRING 2017

ART533- Film Censorship- B
ART562- Film Theory- A
ART534- Third Cinema- A
COM532- Documentary Filmmaking- A

Overall GPA: 3.8 (Summa Cum Laude)

Tiffin University
Masters of the Humanities in Art and Visual Media
FALL 2014 - FALL 2016

ART623 Aesthetics- A-
HUM510 Intro to Graduate Humanities- A
ART561 Survey of Western Art History- A
ENG564 Literary Theory- A
ART515 Teaching College Art- A
ART535 Classic Hollywood Cinema- A
COM531 Transmedia Storytelling- A
COM631- New Media- B
ART624- Women & Art - A
HUM681- Comprehensive Exams- C+

Overall GPA - 3.8 (Summa Cum Laude)

University of Maine
Bachelors of the Arts in Cultural Anthropology and Climate Sciences & Sustainability
FALL 2011- SPRING 2014

ANT101 Anthropology: Human Origins/History- B
ANT441 Cultures and People of the Pacific- C
MAT101 Language and Nature of Mathematics- A
ANT120 Religions of the World- B
ANT140 Cities of the Ancient World- A
ECO190 World Food Supply--Population and the Environment- A
FSN101 Intro to Food and Nutrition- B
FSN270 World Food and Nutrition- A
INT302 Foundations of Universal Sustainable Design- A
ANT290 Special Topics: North American Indians and Climate Change- A
ANT300 Theory in Cultural Anthropology- A
FSN436 Food Law- A
ANT431 Folklore and the Environment and Public Policy- A
ANT462 Numerical Methods in Anthropology-Statistics- C
ECO410 Advanced Micro and Macro Economics-(with reason)- C+
PSE105 Principals of Sustainable Agriculture- A
ANT317 Fundamentals of Archeology- A
ECO180 Citizens, Energy, and Sustainability- B
POS241 Intro to Comparative Politics- A
ANT493 Capstone Experience- B
ANT477 Field Research in Archeology- A

Overall GPA: 3.5 (Magna Cum Laude)

Anne Arundel Community College
Associates of the Arts in Art History and Transfer Studies
FALL 2008- SPRING 2011

ART125 Drawing I- A
ART126 Drawing II- A
SOC111 Intro to Sociology- A
ART103 Color- A
PHS100 General Conceptual Physical Science with Lab- B
EDU131 Children’s Literature- A
PHE215 Aerobic Fitness- A
ART209 History of Western Art I- A
HIS111 History of Western Civilizations I- A
ART229 Art of Traditional and Tribal Cultures- A
HIS112 History of Western Civilizations II- A
SOC205 History of Traditional and Tribal Cultures of the World- A
ENG111 (A) & ENG112 (B) Composition and Literature- A/B
HEA114 Components of Physical Fitness and Wellness- A
SOC121 Intro to Cultural Anthropology- A
MAT110 & MAT111 Algebra- A
CSI112 & CSI113 Computing and Information Technologies with Lab- A

Overall GPA: 3.8 (Summa Cum Laude)

Fieldwork

Machias Bay Petroglyph Project
Ethno-Archeological Excavation
Maine Coast Heritage Trust & the University of Maine
Ethno-Archeological Research Assistant--Applied Visual Anthropology & Archeology
June -July 2014

I have researched many Native North and South American Indian cultures in my Associates of the Arts degree at Anne Arundel Community College and at the University of Maine, learning a great deal about Native groups across the globe. I have internalized theoretical concepts about Native spirituality, politics, oral histories, language families and dialects, culture areas, settlement patterns, tribal affiliations, government acts involving Native and indigenous repartition, subsistence and sustainability practices, hunting practices, economic and trade systems, and a plethora of other arenas involving Native North and South American Indian cultures.
The capstone of my bachelor’s degree in Anthropology culminated with an ethno-archeological excavation in Machiasport, a fishing town nestled in Machias Bay, Maine. While working on this fieldwork, investigators and research assistants worked closely with tribal council leaders of the Passamaquoddy and Penobscot Native Maine Tribes, and worked closely with descendants of the Wabanaki language speaking family, to reconstruct, evaluate, and record the oral histories and current plights associated with the loss of control of their ancestral lands to Federal jurisdiction. My previous training in anthropology helped me to communicate openly with tribal council leaders and tribal monitors at the undisclosed excavation location, at scared Native locations, and in their private community spaces. Through a post-colonial lens, the team and I explored the impact of colonialism on tribal community members and their decedents through a contemporary framework that personified the current needs of Native communities in Northern Maine. We examined the impacts of Western land rights that allow visitors to explore Federal lands openly, and how tourists were damaging the Petroglyphs in Machiasport and the Native lands surrounding Machias Bay with each annual visit. Through visual media and evidence-based research, the team and I helped tribal leaders gain control over their land once again, allowing them to close off access to the public to protect their ancestral material culture.
The Machias Bay Petroglyph Project (2014) acquainted the team and I to archeological excavation techniques and methodologies, laboratory research and analysis methodologies, and how to put cultural artifacts into social and environmental context by using an ethno-archeological approach (by way of consulting with informants who occupy the culture we are exploring throughout the entire excavation). I attended lectures and seminars given by members of the Passamaquoddy and Penobscot Tribes and from Wabanaki language speaking family descendants, and I was fortunate to get to experience the traditional cultural rituals surrounding the myths of the Machias Bay Petroglyphs. I took it upon myself to apply a visual ethnographic framework to the ethno-archeological experience; interviewing tribal council members, Native decedents living on the land, and government officers using audio and visual applications (once consent forms were signed). I took thousands of photos and recorded hundreds of hours of interviews, b-roll, and the actual fieldwork process, and I recorded as much audio as allowed by informants throughout the entire experience. The media and data I collected was provided to the principal investigator of the program, Dr. Brian Robinson at the University of Maine for grant proposals and for the University of Maine’s utilization to edify prospective students into the culture surrounding their fieldwork in Machiasport, Maine.
This excavation was particularly unique because it was located in one of the most difficult areas to excavate on the planet: the northeast coast of the North American continent. With wet conditions and varying shell middens, the excavation process was difficult because artifacts were hard to spot and preserve, heavy rains during the excavation undid work that took weeks to do (filling in excavation pits, washing away markers, and making artifacts difficult to spot), and coastal erosion and bioturbation presented challenges when aiming to keep artifacts, and their cultural context, insitu.

Anthropology by the Wire
Visual Urban Anthropology
National Science Foundation & Towson University
Ethnographic Research Assistant--Applied Visual Anthropology
June 3rd-July 15th, 2011

I conducted research in Baltimore neighborhoods utilizing anthropological methods through the lens of community and public anthropology that demonstrated the relevance of anthropological research to community participants. I attended seminars at Towson University on anthropological theory and methodology, as well as production training in a variety of mediums. In addition, I attended workshops, attended neighborhood functions, met local activists, interfaced with different levels of local and regional government, and attended organized events led by community residents; all of which further solidified my relationships with the people of Baltimore’s urban communities. While working on ethnographic projects utilizing diverse methodologies and forms of data gathering, including visual anthropology, participant observation, social network analysis, and interviews and archival work, I collected and analyzed data with the assistance of, and in cooperation with, community participants and the principal investigators of the Anthropology by The Wire (ABW) program, Dr. Matthew Durrington and Dr. Samuel Collins. There were several projects the team and I worked on; gentrification, urban renewal, and clean-up, eliminating food deserts with community gardens, and collecting the oral histories of residents of Baltimore communities (all of which were documented using transmedia platforms).
While working with ABW, I internalized critical research knowledge; such as, quantitative and qualitative research methodologies, characteristics of anthropological methodologies, tools and techniques for anthropological research, anthropological research dilemmas concerning ethics and consent, structured observation techniques, how to conduct participant observation, how to negotiate cultural and linguistic barriers for potential participants so they could participate in our research study, the process of structured and unstructured interviews, how to create transcripts, reducing bias in data collection and reporting, systematic data analysis techniques, writing for an academic and popular audience, public and community anthropological constructs, and how to develop visual and digital media applications such as blogs, webpages, online digital photo archives, visual and video media presentations, and video/audio full-length productions (30, 60, and 90 minute presentations and films).
Duties in the field included but were not limited to; the composition of visual media productions on multiple platforms (video, audio, photo, film, and web), deep-detail editing and rendering of media projects, and the crafting and publishing of PDF’s, PowerPoint Presentations, interactive visual presentations, and many other multimedia presentations. I provided counseling for many informants interviewed (at the Jacques’ Initiative HIV Testing Center), helped to organize a clean-up effort and the facilitation of a community garden located in South Baltimore after the program had completed, I met and interviewed local activists including Mayor Stephanie Rawlings-Blake and several members of city government, and mitigated policy reform with city officials to personify the needs of the residents of South Baltimore's Sharp Leadenhall community.


Appendix I

Advanced Placement Psychology Course Outline

This content is rigorous and will ensure readiness for placement in a bachelor’s or master’s program in healthcare or human services industries; for application of college credit for dual-enrollment high-school students in a specific CTE or P-TECH career path (choosing the relevant module content for the course syllabi); or as a comprehensive continuing adult education course (CE) for professional development in psychology in healthcare or human services professions [contracted].

This outline is intended for use in a 14-to-16-week course, hosted 3 days per week, in a hour and a half session [or each module could be amalgamed for an accelerated 6-8-week course in Summer if attending 60 minutes courses, five-days a week]).

Advanced Placement Psychology Course Outline.

Week 1 – Introductions (facilitating an inclusive, a multicultural environment), Course & Classroom Expectations, Accountability, Plagiarism, and a Day with APA

Module 01 Scientific Foundations of Psychology
• 01.00 Welcome to Scientific Foundations of Psychology
• 01.01 The History of Psychology
• 01.02 Research Methods in Psychology
• 01.03 The Experimental Method
• 01.04 Ethical Guidelines in Psychology
• 01.05 Statistical Analysis in Psychology
• 01.06 Scientific Foundations of Psychology Journal and Discussion-Based Assessment
• 01.07 Scientific Foundations of Psychology Module Exam
Module 02 Biological Bases of Psychology
• 02.00 Welcome to Biological Bases of Psychology
• 02.01 The Neuron
• 02.02 Neural Firing
• 02.03 The Nervous System
• 02.04 The Endocrine System
• 02.05 Tools for Examining the Brain
• 02.06 The Brain
• 02.07 Interaction of Heredity and Environment
• 02.08 Sleep, Dreams, and Psychoactive Drugs
• 02.09 Biological Bases of Psychology Review and Journal
• 02.10 Biological Bases of Psychology Module Exam
Module 03 Sensation and Perception
• 03.00 Welcome to Sensation and Perception
• 03.01 Principles of Sensation and Perception
• 03.02 Visual Sensation
• 03.03 Visual Perception
• 03.04 Auditory Anatomy and Perception
• 03.05 The Other Senses
• 03.06 Sensation and Perception Journal and Discussion-Based Assessment
• 03.07 Sensation and Perception Module Exam
Module 04 Cognitive Psychology
• 04.00 Welcome to Cognitive Psychology
• 04.01 Introduction to Memory
• 04.02 Encoding, Storing, and Retrieving
• 04.03 Forgetting and the Biological Bases of Memory
• 04.04 Introduction to Thinking and Problem Solving
• 04.05 Components of Language and Language Acquisition
• 04.06 Introduction to Intelligence
• 04.07 Psychometric Principles and Intelligence Testing
• 04.08 Cognitive Psychology Review and Journal
• 04.09 Cognitive Psychology Module Exam
Module 05 Learning
• 05.00 Welcome to Learning
• 05.01 Introduction to Learning and Classical Conditioning
• 05.02 Operant Conditioning
• 05.03 Social and Cognitive Factors in Learning
• 05.04 Learning Journal and Discussion-Based Assessment
• 05.05 Learning Module Exam
• 05.06 Segment One Exam
Module 06 Developmental Psychology
• 06.00 Welcome to Developmental Psychology
• 06.01 Life Span and Physical Development in Childhood
• 06.02 Cognitive Development in Childhood
• 06.03 Social Development in Childhood
• 06.04 Gender and Sexual Orientation
• 06.05 Adolescent and Moral Development
• 06.06 Adulthood and Aging
• 06.07 Developmental Psychology Journal and Discussion-Based Assessment
• 06.08 Developmental Psychology Module Exam
Module 07 Motivation, Emotion, and Personality
• 07.00 Welcome to Motivation, Emotion, and Personality
• 07.01 Theories of Motivation
• 07.02 Specific Topics in Motivation
• 07.03 Theories of Emotion
• 07.04 Stress and Coping
• 07.05 Introduction to Personality and Psychoanalytic Theories
• 07.06 Humanistic Theories of Personality
• 07.07 Trait Theories and Measuring Personality
• 07.08 Behaviorism and Social Cognitive Theories of Personality
• 07.09 Motivation, Emotion, and Personality Review and Journal
• 07.10 Motivation, Emotion, and Personality Module Exam
Module 08 Clinical Psychology
• 08.00 Welcome to Clinical Psychology
• 08.01 Psychological Perspectives and Etiology of Disorders
• 08.02 Neurodevelopmental and Schizophrenic Spectrum Disorders
• 08.03 Bipolar, Depressive, Anxiety, and Obsessive-Compulsive and Related Disorders
• 08.04 Trauma- and Stressor-Related, Dissociative, and Somatic Symptom and Related Disorders
• 08.05 Feeding and Eating and Personality Disorders
• 08.06 Psychological Perspectives and Treatment of Disorders
• 08.07 Behavioral, Cognitive, and Group Therapy and Evaluating Treatments
• 08.08 Treatment of Disorders from the Biological Perspective
• 08.09 Clinical Psychology Journal and Discussion-Based Assessment
• 08.10 Clinical Psychology Module Exam
Module 09 Social Psychology
• 09.00 Welcome to Social Psychology
• 09.01 Attribution Theory, Attitude Formation, and Attitude Change
• 09.02 Conformity, Compliance, and Obedience
• 09.03 Group Influences on Behavior and Mental Processes
• 09.04 Bias, Prejudice, and Discrimination
• 09.05 Altruism and Aggression
• 09.06 Interpersonal Attraction
• 09.07 Social Psychology Review and Journal
• 09.08 Social Psychology Module Exam
• 09.09 AP Review and Multiple-Choice Practice
• 09.10 AP Review and FRQ Practice
• 09.11 Segment Two Discussion-Based Assessment
• 09.12 Segment Two Exam
Module 10 I/O Psychology
• 10.01 Organizations as Systems
• 10.02 Methods of Study
• 10.03 Macrosystems
• 10.07 Microsystems
• 10.11 Motivation and Productivity at Work
• Group Project Assigned Contract & Collaboration Assignment
• 10.12 Workplace Negotiation
• 10.13 Organizational Decision Making
• Organizational Conflict Management
• 10.14 Managing Change - Organizational Change and Learning
• Group Presentations
• Module Exam

***The following can be added as student enrollment and education plans.

Module 11 Environmental & Climate Psychology

Module 12 Multicultural Psychology

Criminal &Forensic Psychology and the Law

***Extra accreditation offered for criminal justice majors in proficiency in Serial Murderer & Criminal Psychological Profiling using Dr. Eric Hickey’s behavioral models for psychopathology. Field experience is contingent on offerings from participating college programs at time of student enrollment/on a semesterly basis.

Appendix II

Social Psychology Course Outline

This content is rigorous and will ensure readiness for placement in a bachelor’s or master’s program in healthcare or human services industries; for application of college credit for dual-enrollment high-school students in a specific CTE or P-TECH career path (choosing the relevant module content for the course syllabi); or as a comprehensive continuing adult education course (CE) for professional development in psychology in healthcare or human services professions [contracted].

This outline is intended for use in a 14-to-16-week course, hosted 3 days per week, in a hour and a half session [or each module could be amalgamed for an accelerated 6-8-week course in Summer if attending 60 minutes courses, five-days a week]).

Social Psychology Course Outline.

Week 1 – Introductions (facilitating an inclusive, a multicultural environment), Course & Classroom Expectations, Accountability, Plagiarism, and a Day with APA

• Social Psychology - Defining the Field
• Social Psychology’s Historical Figures and Key Experiments that have Shaped the Field
• Social Perception - Knowing Others - Non-Verbal Communication (Across Cultures)
• Social Perception - Knowing Others - Attribution, Locus of Control, Attribution Error
• Social Perception - Knowing Others - Impression Formation & Management, Halo Effect,
• Confirmation Bias, Primary & Regency Effects
• Social Perception - Knowing Others - Schemes, Heuristics, Glitches, Affect, & Cognition
• Social Perception - Knowing Others - Norms, Roles, & Scripts
• The Self - Race, Ethnicity, Culture, Gender, & Religion - How the self is formed
• The Self - Self-Efficacy & Self-Functioning
• The Lost Art of Great Speech - Find Your Voice - Part 1 - Creating A Social Change Campaign
• The Lost Art of Great Speech - Find Your Voice - Part 2 - You are your family’s and
• community’s Gatekeeper
• The Lost Art of Great Speech - Find Your Voice - Part 3 - Writing and Analyzing A Great
• Speech for Effective Delivery
• Prejudice, Discrimination, Racism (& the origin of the term), & Stereotypes –
• Ethnocentrism, & the Just-World Phenomenon
• Prejudice, Discrimination, Racism, & Stereotypes – Ingroup Bias, Outgroup Homogeneity,
• Ingroups/Outgroups, Hindsight Bias, & Scape-Goat Theory, some on Aggression
• Attachment Theories, & Styles of Attachment
• Attraction, Love, & Prosocial Behavior
• APA Formatting, Plagiarism, & Final Assignment Details
• Conformity – Conformity & Obedience to Authority
• Groupthink [NASA] – What it is, how to spot it, & how to prevent it.
• Groupthink [Modern Slavery] – Groupthink, Cognitive Dissonance, Deindividualization, &
• Social Responsibility
• Prosocial Behavior and the Psychology of Giving Thanks
• The Bystander Effect, Diffusion of Responsibility, & Social Loafing




Appendix III

Environmental & Climate Psychology Course Outline

This content is rigorous and will ensure readiness for placement in a bachelor’s or master’s program in healthcare or human services industries; for application of college credit for dual-enrollment high-school students in a specific CTE or P-TECH career path (choosing the relevant module content for the course syllabi); or as a comprehensive continuing adult education course (CE) for professional development in psychology in healthcare or human services professions [contracted].

This outline is intended for use in a 14-to-16-week course, hosted 3 days per week, in a hour and a half session [or each module could be amalgamed for an accelerated 6-8-week course in Summer if attending 60 minutes courses, five-days a week]).

Environmental & Climate Psychology Course Outline.

Week 1 – Introductions (facilitating an inclusive, a multicultural environment), Course & Classroom Expectations, Accountability, Plagiarism, and a Day with APA
• Environmental Psychology: History and Scope. Defining the field, origins, and history. Key theoretical perspectives in environmental psychology & Place-related theories in environmental psychology. Complexity, time and change. Environmental ‘influences’ on human cognition and behavior.
• Overview of the Research Methods in Environmental Psychology. Observations, behavior mapping, GIS, surveys, interviews and diaries. Mixed methods research. Lab experiments and natural experiments. Evaluations. Action research. Systematic reviews and meta-analyses. Data analyses in environmental psychology.
• Urban Environments: Overcoming Stressors with Opportunities & E.P.’s Role in Designing Spaces. Urban stress. Environmental overload and attention restoration theory. Crime/incivilities in urban environment. Housing, health and well-being.
• Culture and urban environment & Sense of Place. Cities as spaces of convenience, culture and restoration. Environment and quality of life.
• People and the Nature. An intrinsic interconnectedness of people and the nature. The restorative capacity of natural environments. Anthropocentric, biocentric and egocentric views of the world.
• The New Environmental Paradigm. Connectedness with nature. Environmental change: impacts on human health and well-being.
• Conservation Psychology.
• Environmental Risks and Interventions. Natural disasters and ecological threats: environmental risk and risk perception, the role of cognition and emotions, human behavior in the face of risks, risk awareness and resilience. Interventions in human habitats: acceptance and the NIMBYism; finding the right balance for the common good.
• The Psychology of Pro-Environmental Action. Environmental and climate change: a pressing agenda. Psychological drivers of pro-environmental action: environmental attitudes, social representations, norms, beliefs, values, identity, environmental knowledge, the role of direct experience. Models explaining environmental behavior. The role of habits and social practices. Behavior spillover: a myth or a possibility? Encouraging environmental behavior through interventions. The role of environmental education. Pro-environmental action in organizations.
• Conclusions: Building links between Science, Policy and Practice through Research-Based Evidence

Appendix IV

Co-Occurring Substance Use Disorder Counseling Training
Freedom Health Systems

Completed Training

CARF
Cultural Competency - Series 1
Workplace Violence Prevention - Series 1
Person Centered Planning - Series 1
Personal Conduct - Series 1
Workplace Violence Prevention - Series 2
Personal Centered Planning - Series 2
Rights And Responsibilities - Series 2 (Rights of Persons Served)
Confidentiality Training - Series 2
Cultural Competency - Series 2
Personal Conduct - Series 2
Unique Needs of Persons Served - Series 1
Unique Needs of Persons Served - Series 2
Critical Incident Reporting
Telehealth Training
Education on ethical codes of conduct
Clinical Operations
Discharging or transferring a client
How to write a form letter in ICANotes on company letterhead
Timely Documentation Policy
CEU
• ABUSE REPORTING
• Active Shooter
• Addressing Viral Hepatitis in people with substance use disorders
Affirmative Duty Requirements, Protection, & Whistleblower Training
• Age specific competency training
• Americans with disability
• Annual Education Training
• ASSESSMENT & TREATMENT OF SUBSTANCE ABUSE DISORDERS TRAINING
• CLIENT RIGHTS & GRIEVANCE PROCEDURE TRAINING
• CO-OCCURING DISORDERS PART II
• Cultural Diversity
• Domestic Violence and Abuse Reporting
• ETHICS FOR COUNSELORS
• ETHICS FOR COUNSELORS (Revised)
• Fundamentals of Trauma
• GENERALIZED ANXIETY DISORDER TRAINING
• IDENTIFY HIV - AIDS TB IN BEHAVIORAL HEALTH CARE SETTINGS
• INFECTION CONTROL IN BEHAVIORAL HEALTHCARE SETTINGS TRAINING
• MANAGING CHRONIC PAIN IN ADULTS WITH SUBSTANCE USE DISORDERS TRAINING
• MEDICATION-ASSISSTED TREATMENT TRAINING
• OSHA - BLOOD BORN PATHOGENS
Professional Ethics & Boundaries: Boundaries in Helping Relationships Training
• RISK MANAGEMENT / INCIDENT REPORT TRAINING
• SUBSTANCE ABUSE TREATMENT FOR PERSONS WITH CO-OCCURING DISORDERS
• SUBUTEX & SUBOXONE TRAINING & EDUCATION
• SUICIDE RISK ASSESSMENT GUIDE TRAINING
• TRAUMA TRAINING
• TREATMENT PLANNING PROCESS
• TREATMENT PLANNING PROCESS TRAINING
ICANotes
• Administering medications in ICANotes for the CMT
• How to change note title in ICANotes
• MAR in ICANotes overview for the RN
• PDMP and CRISP
• Psychiatry - Note Elements
• Understanding the ICANotes calendar
OMHC/ SUD
• Blood Work Order Request
• Comprehensive psychiatric evaluation (initial)
• Psychiatric progress note (followup)
• Treatment plans for counselors/therapists
Outpatient Mental Health Center Operations
• Biopsychosocial evaluation for counselors/therapist
• Completing an Outpatient Mental Health Center (OMHC) Intake
• How to complete referrals to the Psychiatric Rehabilitation Program (PRP)
• Increased quality documentation for OMHC services
• Office-Based Psychiatry Services 2021
• Telehealth Coding
• Writing an OMHC individual mental health psychotherapy / counseling progress note
• Writing an OMHC mental health group therapy / counseling note
Psychiatric Rehabilitation Program Operations
• Increased quality documentation for PRP services
• Behavioral Health Home Program Operations
• Completing a Behavioral Health Home (BHH) Intake
• Unit #1 - New Client Intake Training Module
PRP Trainings
• ANGER MANAGEMENT - TRAINING
• BEHAVIOR MANAGEMENT STRATEGIES - TRAINING
• Child Abuse and Neglect Identification and Reporting I
• Diversity & Cultural Competence - TRAINING
• Effective Communication - Training
• Grooming and Hygiene - Training
• Hazardous Materials and Fire Safety
• HEALTHY EATING: A GUIDE FOR ALL - TRAINING
• Infection Control and Blood Borne Pathogen - Training
• Mental Illness - Training
Substance Use Disorder Treatment Program Operations
• How to complete a Substance Use Disorder Outpatient Program (SUD OP) Intake
• How to request a urine screen
• How to write a SUD counseling individual progress note
• Increased quality documentation for SUD services
• Substance use disorder evaluation for therapist/counselors
• Writing an SUD OP focused group session note
Housing Operations
Assisted Living Operations
Assisted Living Manager.
• Adverse Medication Events
• Culture Change in Assisted Living
• Malnutrition
• Promoting Mobility
• QA- QI Part 2- Developing Successful Action Plans
• Restorative Care for Administrators
• Suicide and Depression
Direct Care Staff Specific.
• Maryland Assisted Living Cognitive Impairment & Mental Illness
Orientation
• Confidentiality Training - Series 1
• Rights And Responsibilities - Series 1 (Rights of the Persons Served)
• About the services Freedom Health Systems provide
• Complaint procedures
• Crisis management
• FHS - our mission
• Grievance procedures
HIPAA & CONFIDENTIALITY TRAINING
• Overview of the public mental health services delivery system
• Psychiatric and medical emergencies
• Suicide Training
Revenue Cycle Management
• Billing RCM
• Billing Rules for OMHC and SUD providers
• Understanding and Avoiding Medicaid / Medicare Waste, Fraud and Abuse
• Uninsured Eligibility RCM
General
• Implementation of trainings in BambooHR training module
• Implementing a form in BambooHR
Priority Transportation Services
• Coupling and Uncoupling Tutorial
• Dispatching And Routing With TruckLogics
• The Recipe for Great Communication
• What is Effective Communication in The Workplace - The Thinking Coach