You can view my most recent professional resume here (Lisa Halverson Resume) or below.
Summary of Skills
- Twelve years experience teaching high school, university, & adult learners in English, Humanities, & History.
- Innovative & creative in developing curriculum for both face-to-face & online courses.
- Passionate about forming connections between my courses, my students’ lives, our communities, & the world.
- Trained by the Folger “Teaching Shakespeare Institute” in best practices for teaching Shakespeare.
- Adept at inspiring students to read even more deeply, think even more critically, & write even more eloquently.
Education
Stanford University, Masters of Arts (1999)
- Masters Degree in Modern Jewish and Middle Eastern History.
- Awarded Mellon, Dorot, and Newhouse Scholarships.
Stanford University, Bachelors of Arts (1996)
- Bachelors Degree, with Honors, in International Relations.
- Coursework included English (minor), History, Ethics, American Studies, and Psychology.
- Honors Thesis: “Contested Religious Space and Time in the Reconstruction of Historical Memory: Conflict and Juxtaposition at the Tomb of the Patriarchs.” Reappropriation of the narrative and physical space of the Tomb of the Patriarchs. Awarded Firestone Medal.
Additional Education:
Indiana University – Bloomington and IUPUI Indianapolis, Indiana (2005-2006)
- Coursework in K-12 curriculum, museum education, and older adult programming.
- Constructed front-end research for the Indianapolis Museum of Art.
Notre Dame de Namur University, Teaching Credential (2001)
- CLAD Single Subject Teaching Credential with English authorization.
The Hebrew University of Jerusalem, Israel (1996-1997)
- Visiting Scholar on Fulbright Fellowship Program & Raoul Wallenberg Leadership Scholarship.
- Coursework in Israeli Studies, Jewish Literature, Hebrew, Arabic, and Religious Studies.
Brigham Young University Jerusalem Center for Near Eastern Studies, Israel (1994)
- Coursework in Literature, Jewish and Arab History, Archeology, Sociology, and Religion.
Awards & Honors
- Voted “Teacher of the Year” by students and staff at Open High School of Utah, 2010.
- Multiple Newhouse & Dorot Foundation Travel Grants for research & language study in Israel.
- Mellon Foundation Fellowship for graduate study at Stanford University.
- Fulbright Fellowship and Raoul Wallenberg Leadership Scholarship, The Hebrew University. Wallenberg Scholarship delved into social issues, cumulating in the development of a playground in a mixed Arab/Jewish town; Fulbright researched contested religious sites.
- Phi Beta Kappa Honors Society, Stanford University.
- Firestone Medal for Excellence in Undergraduate Research, for Honors Thesis.
- Undergraduate Research Grant from Stanford to support honors thesis research in Israel.
Teaching Experience
Adjunct Faculty: “Introduction to Middle Eastern Studies” (Winter 2011, Fall 2011)
Brigham Young University, Department of Middle Eastern Studies/Arabic (MESA) and Department of History
- Preparing to teach MESA 201, an introductory course for the MESA major or minor, and History 241 (History of the Modern Middle East).
Adjunct Faculty: “World Civilization to 1500” (Summer 2010)
Brigham Young University, Department of History
- Designed course in world civilizations to acquaint students with the broad sweep of human history.
- Examined patterns, trends, and processes at the transnational and global level.
- Explored central questions in the human experience, with in-depth analysis of primary documents.
9th Grade English Teacher and Curriculum Writer (2009-2010)
Open High School of Utah
- Developed and deployed creative, interactive curriculum for new online charter school.
- Facilitated asynchronous learning and proactively mentor students individually.
- Utilized diverse, robust Web 2.0 resources to engage students in literature, writing, grammar, vocab.
- Voted Teacher of the Year by students and staff (May 2010).
- Selected to create curriculum for 12th grade and AP English courses (2012-2013).
9th/10th Grade English Teacher: Literature, Writing, and Communications (2000-2003; 2006-2009)
Henry M. Gunn Senior High School, Palo Alto, California
Literature and Writing Courses
- Stimulated discussion and analysis of texts, with assessment through writing, creative projects, and oral presentations.
- Met with students in writing and weekly tutorial sessions.
- Fostered energetic, supportive environment with varied structures for organizing group work. Communications Courses:
- Designed engaging course focused on public speaking, active listening, & written expression.
- Stimulated students’ minds with hands-on and active lessons in descriptive writing, career exploration and interviewing, and study of the media.
- Encouraged and modeled active listening and respect at all times.
9th/10th Grade English Teacher: Literature, Writing, and Grammar (2003-2005)
Edgewood High School, Ellettsville, Indiana
- Designed challenging & engaging literature curricula grounded in analysis & discussion of core texts, frequent opportunities to write formally & informally, and visible connections to students’ own lives.
- Provided clear standards-based rubrics, encouraging students to self-assess and seek peer review.
- Taught fundamental grammar and composition skills to diverse ability levels.
World History Teacher (WWI to Cold War) (Summer 2000)
Palo Alto Unified School District Summer School, Palo Alto, California
- Planned and taught course for a challenging mixed class of pre-high school & upperclass students.
- Independently developed a mini-unit on the Holocaust using artwork, poetry, primary sources, and documentaries. Unit final asked students to evaluate how language used by peers may dehumanize in ways similar to Holocaust propaganda techniques.
History Teaching Assistant: “Jews in the Modern World” & “History & Representation of the Holocaust”
Stanford University, History Department (1999)
- Facilitated discussion sections, and met with students individually to tutor and explicate.
- Met weekly with professor and co-TA to plan course progression and details.
- Graded exams and papers, and gave occasional course lectures.
Instructional Technologies & Skills
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Professional Development & Service
Outward Bound Educators Course: North Cascades Canoeing, July 2006.
- Intensive week-long course focused on the skills of canoeing, hiking, and minimum-impact camping.
- Strengthened group communication, teamwork, leadership skills using experiential education principles.
Teaching Shakespeare Institute, Folger Shakespeare Library & Georgetown University, Washington, DC, 2004.
- One of 25 teachers chosen nationwide to participate in this prestigious month-long workshop institute.
- Collaborated on curricula; conducted primary research in Folger Shakespeare Library; studied under professors of Early Modern English Literature; and performed under the tutelage of two actors/directors.
Lilly Scholarship Selection Committee Member, Edgewood High School, 2004, 2005.
- Participated in reviewing, interviewing, and recommending candidates for this community scholarship.
Peer Assistance Review & Beginning Teacher Support Programs, 2000-2002.
- Completed new teacher development programs for 1st and 2nd year teachers, working with peer mentors to develop innovative curriculum, improve assessment, and set personal professional goals.
Professional Tenure received in the Palo Alto Unified School District, March 2003.
- Received tenure for service at Gunn High School, which was ranked that year in Newsweek’s survey of American public high schools as 1st in Northern California, 3rd in the state of CA, and 50th in the U.S.
Youth Community Service Club Co-Advisor, 2001-2003.
- Mentored one of school’s largest and most active service clubs.
AVID Tutor, 2002-2003.
- Participated in Advancement Via Individual Determination program for students from disadvantaged socio-economic groups and cultural backgrounds.
Peer Observation Group, 2002-2003.
- Collaborated with a small group of peers to observe each other using the “Elements of Instruction” model.
Summer 2001 Invitational San Jose Area Writing Project.
- Worked with other teachers to develop skills in teaching writing and to critique our own writing.
- One of my pieces evolved into a publication (“Hands” in the Fall 2003 issue of Exponent II).
Camp Anytown Teacher Participant, 2001.
- Four-day student and staff retreat to empower students to understand & improve intergroup relations.
Marilyn Bates “Elements of Instruction” Workshops, 2000. Two levels, covering:
- Developing appropriate learning objectives, teaching to the objective, actively engaging students in lessons, monitoring student progress, and creating effective sets and closures.
- Differentiation, task analysis, levels of cognition, student motivation, retention, memory.
Other Work Experience
Personal Historian and Small Business Owner, “Long Line of Love Memoirs”
- Work with clients to record, transcribe, edit, and polish life story into manuscripts.
- Select photographs and memorabilia, and prepare to bind and print.
- Integrated outreach & presentations to older adults and retirement centers.
Curriculum Development and Educational Volunteer/Intern (2005-2006)
Education Department, Mathers Museum of World Cultures, Bloomington, Indiana
- Developed project involving older adults and several local museums.
- Designed “Outreach Kits” for teacher use, combining museum artifacts, photographs, and PowerPoint presentations.
Assistant to the Director, Bloomington Area Arts Council, Bloomington, Indiana (2006)
- Responsible for communication with various community arts leaders and groups.
- Maintained web portal posting calendar of local arts events.
- Helped coordinate One Book, One Bloomington and other arts center activities.
- Worked with director on grant administration, special projects involving the board.
Interviewer and Project Member, Center for Research on Learning & Technology, Indiana University, Bloomington, Indiana (2005-2006)
- Working with Dr. Tom Duffy, conducted detail-oriented interviews with teachers, teacher-coaches, and principals for a project between PBS & Indiana University.
- Interpreted and analyzed interviews for what they show about effective teacher-coaching and professional development.
Resident Assistant, International Focus Dorm, Stanford University, Stanford, California (1995-1996)
- Worked with a team of one other resident assistant, three focus assistants, and two resident faculty members to plan and promote programs and activities in Stanford’s International Affairs Focus Dorm.
- Counseled students in the dorm on personal and academic concerns.
EFL Instructor/Editor, Academia Istropolitana, Bratislava, Slovak Republic (1993)
- Instructed international graduate students in vocabulary, composition, and grammar.
- Edited the institute’s international correspondence.
Interests
Blended & Online Learning; Shakespeare; Dickens; Israeli/Palestinian Studies; Holocaust Studies; Triathlons; Canoeing; Hiking; World Languages (Hebrew, French; dabbled in Arabic, Slovak, Greek, & American Sign Language).
References I can provide emails and phone numbers if you would like.
- Paul Dunlap, English Department Chair, Gunn High School
- Noreen Likins, Principal, Gunn High School
- Steve Brewer, English Dep’t Chair, Edgewood High School
- Steven Zipperstein, Daniel E. Koshland Professor in Jewish Culture and History, Stanford University
- Joel Beinin, Donald J. McLachlan Professor of History and Professor of Middle East History, Stanford University
