Brielle Stark Resume

Brain, Education and Mental Health, Summer 2009

• Emergent Pedagogy
  
• Emergent Pedagogy II: Education in Life Itself

(Member)

Summer Institute for K-12 Teachers

• Brain and Behavior
• Inquiry Institute

(Intern, Participant)

Emergence and Inquiry in Education

(Creator) 

The Brain and Mental Health Working Group, 2009

(Member)

Underlying Similarity of the Brain

(Creator)

Mild traumatic brain injury vs. post traumatic stress disorder

(Creator)

Articles:

• Neuroanthropology: Brain Enculturing
• The Concept of Disability, or, Perceiving our Differences
• Medical Ethics, where do we draw the line?
• Emergent Pedagogy: Approaching Education
• Special Education and Emergence

Other Works:

• Book Review: Claudia Osborn's "Over My Head"
• Summary of a Discussion: Lifelong Learning, Education in Life and Emergence
• Model for Open-Ended Inquiry-Based Project Creation
• Continuous Philosophical Musings
• Overview of Computer Science Educational Summer Institute at Haverford College
• Analysis of the Summer Institutes at Bryn Mawr College

Neurobiology and Behavior, Spring 2009

The Professional: Undergraduate, Bryn Mawr College (2012), majoring in psychology with a concentration in neural and behavioral science.  Aspirations of researching the behavioral impact of traumatic brain injury and seizures on the brain as well as the diverse behavioral affects of developmental disorders in regard to the usage and structure of the brain.  Interests in higher-level teaching.

The General: I am learning to think outside of the box and to ask questions to learn more: life is learning.  I believe in being educated before forming judgments. I fight to be heard because I believe in both my opinions and the discussion they create. I love conflict; debate gives people new outlooks on life. I practice the concept that you can listen to someone and not agree with what they are saying, but that they deserve to be heard.