Higher Education
2022 – 2023
Graduate Teaching Assistant
Georgetown University
CCTP – 505: Interdisciplinary Problems and Methods
An introductory course to the Master of Arts in Communication, Culture, and Technology (CCT) program designed to help students build a foundation for conducting interdisciplinary research.
CCTP – 506: FUNdamentals of Technology
The second core CCT course that introduces students to unpacking technological artifacts through an analysis of the technology’s (1) history and iterations, (2) motivations and key players, (3) physical and/or software components, (4) standards, and (5) users and non-users.
Summer 2018
Undergraduate Teaching Assistant
University of California, Berkeley
SSEAS-160: Philippine Cultural Politics
An upper-division undergraduate course in the Department of South and Southeast Asian Studies that explores and critically analyze the role of literary, visual, and performance texts in Philippine political discourse.
Lower Elementary (K-3)
Summer 2021
Power Scholars Academy Teacher
YMCA of San Francisco
2020 – 2021
Afterschool Program Teacher
YMCA of the East Bay
Dream Courses!
Classes that I would be super excited to teach
Asian Americans in Media & Popular Culture
Critical Theory & Contemporary Media
De-blackboxing Reddit
Heteronormative Publics & Queer Counterpublics
Interdisciplinary Problems & Methods
Internet & Culture
Intro to Media Studies
Transgender Women in Media & Popular Culture
Teaching Experience
Graduate Teaching Assistant (CCTP-505: Interdisciplinary Problems and Methods)
Georgetown University
One of the core courses in the Communication, Culture, and Technology Program, CCTP-505 introduces first year CCT students to mixed-methods research and interdisciplinary approaches to problem-solving and analysis.
As a graduate teaching assistant, I designed a semester-long curriculum for a 13-person discussion section. I facilitated academic writing workshops and short presentations on qualitative and quantitative research methods, including survey design and analysis, content analysis, qualitative interviews, focus groups, and digital ethnography. In addition to providing academic support, I also served as a social and emotional safety net for first year graduate students, scheduling weekly one-on-one office hours and connecting them to relevant resources when needed.
My course evaluation showed a 98% satisfactory rate from students, with about half of the class enrolling in my CCTP-506 discussion section the following Spring semester.
Graduate Teaching Assistant (CCTP-506: FUNdamentals of Technology)
Georgetown University
I served as a graduate teaching assistant for Dr. Meg Jones’ FUNdamentals of Technology course in the Communication, Culture, and Technology program, where I supervised and mentored four groups of 6 to 7 students who worked on an analytical research project aimed at deconstructing and unpacking a socio-technical tool of their choice through regular check-in meetings with each group and by providing them thorough feedback on their bi-weekly presentations and Miro Board designs.
I was initially in charge of one of the six discussion sections at the beginning of Spring 2023. Following an unexpected change in team structure, I stepped in and assumed responsibility for leading and managing an additional discussion section. In doing so, our instructional team and I were able to prevent disruptions in student advising and learning and ensure continued research guidance.
Summer Undergraduate Teaching Assistant (SSEAS-160: Philippine Cultural Politics)
University of California, Berkeley
After having taken several of her Philippine Studies courses throughout my undergraduate career, Dr. Joi Barrios invited me to be a course reader/undergraduate teaching assistant for one of her summer courses, Philippine Cultural Politics.
As an undergraduate TA, I was responsible for grading students’ weekly reflection assignments and analytical papers. I provided students with thorough and constructive feedback on their written assignments and research paper outline by applying my cultural knowledge of Philippine society and politics and my academic expertise in Media Studies research.
Power Scholars Academy Teacher
YMCA of San Francisco
The YMCA of San Francisco’s Power Scholars Academy (PSA) is a 6-week summer intervention program aimed at helping students close achievement gaps by addressing pandemic-related learning losses in math, reading, and writing. My primary goal as a PSA teacher was to teach the BellXcel curriculum and ensure that our 11 rising 1st graders are reading and writing at their appropriate grade level.
Apart from teaching the BellXcel curriculum, I created an encouraging learning environment and instilled a growth mindset onto my students. I accomplished this task by modifying the curriculum to ensure that my colleagues and I are meeting each student at their current proficiencies in reading, writing, and math before moving onto recommended activities from the BellXcel curriculum.
By the end of the summer program, our students were within their proper reading, writing, and math proficiencies and we were able to provide them with a fun in-person learning experience over the summer.
Afterschool Program Teacher
YMCA of the East Bay
Immediately following the pandemic lockdowns, the YMCA of the East Bay’s Expanded Learning Program switched from an in-person afterschool program to a virtual one. My primary task was to modify our in-person lesson plans into remote-friendly activities that can be facilitated through Zoom.
I used my expertise in multimedia tools (including Zoom, Edpuzzle, and BookNook) to create engaging afterschool program activities that my colleagues and I can facilitate through Zoom. Among these activities were virtual field trips to Paris and Neuschwanstein Castle using Samsung VX and VR 360 videos on YouTube and virtual stargazing activities using NASA’s virtual observatory, SkyView. I also served as the de facto Zoom technician for our instructional team and trained my colleagues on how to leverage the app’s technological affordances, such as its screen annotation function and breakout rooms.
Our school site team were able to continue providing expanded learning activities to lower elementary school students at the onset of the COVID-19 pandemic and throughout the following 2020-2021 Academic Year. The engaging remote activities I designed and facilitated also helped us retain student engagement despite the challenges that distance learning presented.
Robin Calleja 