Conceptualize, plan, and execute one and two week faculty seminars that bring 20-25 university professors from across North America to the USHMM to learn how to teach the Holocaust. Select seminar leaders who, as specialist in the field, will teach the seminar and help them select themes, readings, and assignments for the program. Schedule visits by department heads from each branch of the museum to participate in a session to discuss the tools available in their offices that can be incorporated into college level classes. Send out calls for applications for each seminar and evaluate each submission. Notify applicants about their admission or rejection from seminars. Secure copyright permission for texts used in the seminar. Help write and edit all seminar syllabi. Ensure that the program runs without any problems. Write a comprehensive donor report addressing all aspects of the seminars.

Head the Campus Outreach Lecture Program (COLP) operated by the USHMM. Contact professors in target areas or at universities that serve one of the Museum’s target audiences and arrange guest lectures from the Jack, Joseph and Morton Mandel Center for Advanced Holocaust Studies. Arrange for the lecturer’s travel to and from the host university, ensure that the host university provides hotel accommodations, food, and transportation for the speaker. Publicize the lecture in the press and through the Museum’s webpage and social media. Track the metrics associated with all COLPs and the budget for running the program. Act as the intermediary for all university visits to the Museum. Set up debriefs with a given class and a staff member or fellow. Secure tickets to visit the permanent exhibition, arrange classrooms for debriefs, and early entry with security when necessary. Organize and plan conferences and symposia in conjunction with other program officers in the Jack, Joseph and Morton Mandel Center for Advanced Holocaust Studies and outside institutions working on themes related to the Holocaust.

Identify regions in North America that share a common history and research potential partner institutions and faculty. Reach out to the faculty working in areas related to the overall theme assigned to that region and facilitate consultations with partners to discuss future programming. Find the appropriate Holocaust speakers to participate in programming on campuses in the region and organize, COLPs, panel discussions, pedagogy roundtables, and symposia to help encourage and facilitate discussion among campus communities.

Taught students to think critically about historical events through the study of the Holocaust. This teaching position allowed me to use the United States Holocaust Memorial Museum’s tools and resources in order to help my students understand how and why the Holocaust happened. This teaching opportunity also allowed me to test the tools we are developing in the Center and Museum wide with my students and to bring in survivor speakers and Museum staff to share their expertise with the class.

Analyzed the files of applicants approved for one of four compensation programs administered by the Claims Conference; Wrote a book on the Holocaust experiences of approved applicants as told in their personal accounts, supported with archival documentation, and contextualized into the larger picture of the Second World War; Created statistical charts on the age, gender, type of persecution suffered by approved applicants, country of persecution, and country of residence where a claimant lived at the time of his or her approval; Researched and wrote about the history of the Claims Conference and its efforts to secure compensation using the materials held in their closed archives; Regular contacts with scholars, lawyers, and board members; Wrote articles for external publication; Created timelines and web materials; Advised graduate students working on topics relating to compensation and the Claims Conference.

Created two original courses on Modern Israeli History and gave lectures; Wrote the class exams and graded student coursework; Taught students to write historical papers and helped them to improve their style; Met with students to consult about their performance in the class and to provide guidance; Oversaw the work of my readers to ensure continuity between my classes, grading, and assignments.