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Meet Our CBL Consultants

Peggy Lee:

Peggy is a PhD candidate and Rackham Merit Fellow in the American Culture Department. She was part of the inaugural group of fellows for the Engaged Pedagogy Initiative in 2014-2015. Her commitment to critical approaches to community-based learning in the university setting is also shaped by her experiences working in anti-violence and environmental justice as an educator and organizer. In Winter 2016, she created and taught a community-based learning course called, 'Against Sexual Violence: Feminist Politics, Activism, and the Cultural Imaginary,' through the Residential College and Women's Studies Department.

 

Jallicia Jolly:

Jallicia is a third year PhD student in the American Culture Department. She studies how HIV/AIDS, psychosocial support, and institutional engagement shape the coping processes of HIV-positive Jamaican women. As Jallicia pursues her passions for classroom instruction, research, and community engagement, she remains committed to connecting theory and practice in engaging, culturally relevant, and context-specific ways. The partial result of her EPI Fellowship in W’ 2016, Jallicia's work in health humanities and her interests in public scholarship and engaged pedagogy guide her writing, teaching, and community-based learning (CBL) consultancy. Her work as a CBL consultant both champions the role of learners as agents in their educational development and embraces the significance of collaboration, humility, and mutual benefit in the CBL experience. She hopes to continue cultivating and participating in learning environments invested in creatively engaging with educators of diverse educational settings.

 

Tasha Rijke-Epstein:

Tasha is a PhD candidate in the Interdisciplinary Program in Anthropology and History at University of Michigan, Ann Arbor, and holds a M.Phil from University of Cape Town, South Africa.  Tasha’s dissertation explores urban place-making processes in Mahajanga, Madagascar from the perspective of colonial and post-independence city dwellers, laborers, and urban planners, with an eye to the ways material infrastructures and the politics of belonging have been co-constitutive of everyday life.  She is an alumna of the Engaged Pedagogy Institute (2015-2016) and the Institute for Social Change (2014).  Prior to graduate school, Tasha worked as a caseworker with homeless families in Baltimore, Maryland, and helped facilitate undergraduate immersion programs focused on social justice in Baltimore and El Salvador.  In her graduate research in Madagascar, she collaborated in the design and installation of a temporary exhibition on the coexistence of multiple faith traditions in the city’s long history at a small university-based museum.  As an instructor, Tasha is passionate about the transformative capacity of engaged pedagogical approaches in students’ intellectual development.  She is particularly excited about supporting LSA faculty as they develop and implement community-based coursework.

 

Elina Salminen:

Elina is a PhD candidate in the Interdepartmental Program in Classical Art and Archaeology at UM. Her dissertation research is on burials from what is now northern Greece. She is interested in ancient expressions of identity but also their interpretation in the now, and is particularly fascinated by the question of whether or not the concept of intersectionality can be fruitfully used to study the past. She was an Engaged Pedagogy Initiative Fellow in 2015, and has volunteered with an after-school program for Avalon Housing, an Ann Arbor non-profit for empowering families that have experienced homelessness. Pedagogy lies close to her heart: in addition to GSIships, she has completed the Graduate Teacher Certificate at UM and intends to lead students on a study-abroad course to Greece in the summer of 2017.