Daniela Feldhausen was a lawyer in private practice and later Associate General Counsel for Fannie Mae in Washington, DC for more than 20 years, until she took advantage of an early retirement package to change careers and focus on her true passion - teaching kids to read.

Inspired by her experience with one of her sons, who self-confidence dropped dramatically in elementary school as he realized he couldn't read as well as his peers, Daniela obtained an MA in Special Education (mild-moderate disabilities) from the University of Arizona. She has been trained to teach struggling children to read by a professor with a PhD in dyslexia, a reading specialist who trains teachers and school districts around the country on the science of reading, and the Institute for Multi-Sensory Education (Orton-Gillingham).

Daniela loves watching children's faces light up as they realize they can do this!

Meg Harvey is a sixth-year PhD candidate at the University of Arizona. She graduated from Tulane University in 2017 with a Masters of Arts in Linguistics, and with her B.A. in French, Linguistics, and Anthropology in 2016.

Meg's dissertation focuses on how to incorporate documenting endangered languages into their teaching and use. She has taught online one-on-one sessions of English as a second language and taught the Tunica language to children aged 5-17 (both in-person and online).

Meg's favorite part of teaching is helping students become more comfortable and confident. Learning can be intimidating, and creating an environment where students feel safe engaging with the learning process is essential not only to helping students master the material, but to the student's mental well-being.

Amber Lubera is a sixth-year linguistics PhD student at the University of Arizona. She graduated from the University of Nevada Reno in 2016 with a degree in English (Linguistics & Languages specialization) and received her MA in Linguistics from the University of Arizona in 2020. Amber specializes in adult second language phonological and morphological acquisition. Her research investigates how knowledge of language structure and linguistics affects the implicit language learning process.

Amber is an experienced teacher for both young adults and young children. She has taught many courses at the college-level, including courses on first language acquisition and overview courses aimed at students who had no prior knowledge of linguistics. She has also been a teacher for summer reading programs. These programs taught children the necessary skills to be successful readers while cultivating a love of reading. Amber's favorite part of teaching is watching students become more confident and eager to tackle new problems. When Amber is not teaching, she enjoys reading high fantasy novels (especially Brandon Sanderson's Cosmere books) and cooking.

Sasha Santiago is a second-year linguistics PhD student at the University of Arizona. He graduated from the University of South Florida in 2020 with an MA in Applied Linguistics and Teaching English as a Second Language (TESL).

Sasha is a phonologist interested in language acquisition and pedagogy more broadly, whose current research investigates variation / alternation in orthographies of historical materials for language revitalization. Sasha has taught college undergraduates Spanish and has previously tutored students in Russian, Kanien'kehá:ka (Mohawk), Spanish, and Linguistics. He is also a substitute teacher for his local elementary school district.

Sasha's favorite part of teaching is students' process of and joy in discovery, especially when they make their own unique unexpected connections. When not teaching, he can most often be found cooking, hiking, and studying new languages!

Max Mulé graduated from the University of Arizona with a BA in linguistics in 2020. After two years of working on his PhD in linguistics, he recently decided to switch his focus to speech-language pathology. In the fall of 2023 he will begin the University of Arizona's MS program in speech-language pathology.

Max's research in linguistics focused on how to use technical knowledge of speech production to help with language revitalization. He has experience teaching linguistics to students in a wide variety of settings.

Max's favorite part of teaching is helping students realize they're truly capable of things that are so confusing and overwhelming at first. Aside from teaching, he loves rock climbing and playing guitar with his band.

Fabiola (Fabi) Romero is getting her master’s degree in Speech-Language Pathology from the University of Arizona. As a graduate clinician, she has worked primarily with Spanish-English bilingual and Spanish-monolingual clients at the UA Speech & Hearing Clinic. Along with her clinical instructor, she also conducts pediatric (birth-to-three) and school-age (K-12) speech/language evaluations through Benson Health.

Fabiola has also worked in the Bilingual Phonology Research Lab at UA, where she administered assessments and collected language samples from children ages 3-6. Plus, she has been a K-8 substitute teacher in the Gadsden Elementary School District.

Fabiola’s favorite part of teaching is building relationships with her students and observing their growth through their hard work. When not teaching, she can be found thrift store shopping and cuddling with her cats.