Writing Samples 2021

Maggie Snyder Writing Samples 2021 maggiealexandrasnyder@gmail.com writer | producer | creative content manager

Copy and Design Wisconsin State Lab of Hygeine Flyer for marketing show packet 2018 WE ARE A WORKING LAB WSLH is the only proficiency testing provider in the US that is part of a working laboratory and a top US public university.

We touch all parts of the PT process.

OPTIONS WSLH offers a wide array of QA options, continuing education, and flexible ordering, all at competitive prices.

A FULL CATALOG More samples per program, staggered shipments, and web based management tools are all part of the WSLH PT experience.

WHY WSLH PT? LABORATORY PROFESSIONALS ON STAFF Have questions or some unexplained results? No worries!

Our on-staff laboratory professionals are available to answer questions, assist with reports, and find solutions. You’re not alone in your quest for quality results.

OUR MISSION Since 1966, our mission has been to support quality testing and promote education and public health to laboratories nationwide.

HOW CAN WE HELP YOU? To find out more about WSLH, to enroll, or discuss options, get in touch!

WE ARE A WORKING LAB WSLH is the only proficiency testing provider in the US that is part of a working laboratory and a top US public university. We touch all parts of the PT process.

OPTIONS WSLH offers a wide array of QA options, continuing education, and flexible ordering, all at competitive prices A FULL CATALOG More samples per program, staggered shipments, and web based management tools are all part of the WSLH PT experience.

WHY WSLH PT? LABORATORY PROFESSIONALS ON STAFF Have questions or some unexplained results? No worries! Our on-staff laboratory professionals are available to answer questions, assist with reports, and find solutions. You’re not alone in your quest for quality results.

OUR MISSION Since 1966, our mission has been to support quality testing and promote education and public health to laboratories nationwide.

HOW CAN WE HELP YOU?

To find out more about WSLH, to enroll, or discuss options, get in touch!

Proficiency testing plus unparalleled customer service

800-462-5261 wslhpt.org

Copy and Design Wisconsin State Lab of Hygeine Clinical Catalog 2019 2018

Page 2 Our on-staff laboratory professionals touch every part of the proficiency testing process.

Each of our proficiency testing programs has a dedicated medical technologist with at least five years of laboratory bench experience, extensive instrument knowledge and superior customer service skills to assist with any questions you might have. From enrollment to evaluation, our medical technologists are available to guide you through the proficiency testing process.

Additionally, we are the only proficiency testing provider that is connected to a major US research university, the University of Wisconsin-Madison and are part of a working public health laboratory. We have resources at our fingertips to solve even the most vexing proficiency testing issues.

View the catalog here.

Copy and Design Wisconsin State Lab of Hygeine Clinical Catalog 2019 2018

Page 3 WHY WSLH PT? LABORATORY PROFESSIONALS ON STAFF Do you have questions or need troubleshooting advice? No worries! Our on-staff laboratory professionals are available to answer questions, assist with reports, and find solutions.

You’re not alone in your quest for quality results.

WE ARE A WORKING LAB WSLH is the only proficiency testing provider in the US that is part of a working laboratory, the Wisconsin State Laboratory of Hygiene, and a top US research university, the University of Wisconsin-Madison.

OPTIONS WSLH offers a wide array of QA options, continuing education, and flexible ordering, all at competitive prices.

A FULL CATALOG More samples per program, staggered shipments, and web-based management tools are all part of the WSLH PT experience.

OUR MISSION Since 1966, our mission has been to promote education and public health to laboratories nationwide, and to support quality testing and laboratory professionals like YOU, who are making a difference to patients and public health everywhere.

WSLH is proficiency testing plus unparalleled customer service.

HOW CAN WE HELP YOU? To find out more about WSLH, to enroll, or discuss options, visit www.wslhpt.org or contact customer service at (800) 462-5261.

View the catalog here.

Copy and Design Wisconsin State Lab of Hygeine Clinical Catalog 2019 2018

Page 4 ENROLLMENT NEW CUSTOMERS Submit a New Customer PT Enrollment Form To order, submit a form on wslhpt.org. Once a form is submitted, Customer Service will assign your lab a WSLH PT ID and email you an enrollment confirmation. You can expect to receive a confirmation letter and a customized shipping schedule via email within three weeks of order receipt.

Note: Laboratory Professionals are available Monday-Friday, 8:00-4:30 (CST) to answer questions and offer guidance at (800) 462-5261.

CURRENT CUSTOMERS Re-enrollment Current customers will receive a new catalog and a reenrollment packet via USPS that contains a list of programs the lab was enrolled in the previous year. Review and edit selections where necessary and return forms for processing.

You can expect to receive a confirmation letter and a customized shipping schedule via email once re-enrollment has been processed.

Changes to Active Enrollment or Account Information To update contact or agency information, or add or drop PT enrollment at any time, please fill out a Customer Change Form. You will receive an updated enrollment confirmation reflecting the requested changes.

SHIPPING INFORMATION WSLH PT provides a customized shipping schedule with your enrollment confirmation. Customers with a valid email address under “Shipping Information” on the Enrollment Form will receive an email notification for each shipment.

Most packages will arrive within 2 days of the scheduled ship date. Overnight shipments are designated on the shipping calendar. Your facility must make arrangements to accept delivery and have the package routed immediately to the appropriate location for proper handling and storage. If you do not receive samples within 2 days of the scheduled ship date, please contact WSLH PT at 1-800-462-5261.

Please notify WSLH PT in advance of any address changes.

Shipping via UPS is included in the product price.

Additional charges for special services (e.g., overnight delivery, custom packaging, shipping outside of the United States) will be applied. Import permits or customs forms must be provided by international customers at least 30 calendar days prior to the first scheduled shipment.

CANCELLATION OF PRODUCTS To cancel products, complete a Customer Change Form.

Cancellations and/or adjustments after enrollments and orders have been processed and/or paid will be handled on a case by case basis. All requests must be submitted in writing at least 30 days prior to a scheduled shipment date. The annual processing fee is non–refundable.

To assure participation in all shipments, enrollment and order forms must be received by December 1st. Contact us for sample availability after December 1.

View the catalog here.

Copy and Design Wisconsin State Lab of Hygeine Clinical Catalog 2019 2018

Page 68 Wisconsin State Laboratory of Hygiene Proficiency Testing is located in the beautiful capitol city of Madison, Wisconsin, with offices just across the hall from one of the few CDCappointed national laboratories for influenza, vaccine preventable disease, and antimicrobial resistance monitoring.

WSLH PT is also a part of the University of Wisconsin-Madison, a major research university and the site of early discoveries related to Vitamin D, the link between goiter and iodine, stem cell research, and the development of the blood thinner warfarin.

The mission of WSLH PT is to make laboratories’ proficiency journeys easier. As part of a public health lab ourselves, WSLH PT also promotes public health to laboratories nationwide, and has been doing so since 1966.

We have customers in all fifty US states, Mexico, Canada, Saudi Arabia, Malaysia, China, and other countries across the globe. WSLH PT is the only provider in the United State for rabies PT samples. WSLH PT would love to partner with your lab, and assist you in producing quality results for patients.

Our program is approved by CMS and is accepted by the College of American Pathologists (CAP), The Joint Commission and COLA. We provide proficiency testing for a wide range of analytes, and our products are competitively priced.

To find out more about our program visit wslhpt.org or call 800-462-5261 ext. 0 for more information. To request a custom quote, please email your current test menu to PTService@slh.wisc.edu.

View the catalog here.

Video Script Copy - Documentary Public Health of Madison and Dane County 2016

Every child deserves the chance to play outdoors in nature.

Through unstructured, imaginary play outside, children learn social skills, important lessons about life cycles, cause and effects, and how we interact with our environment.

Through support from the national initiative, Cities Connecting Children to Nature, Public Health of Madison and Dane County, and the Madison Parks Department, came together to create policies that would promote equity and better health outcomes through a connection to nature for all citizens of Madison.

A unique part of this program included additional collaboration with Madison’s Wanda Fullmore internship program. Over the summer, six youth interns worked with children in a community garden and created an outdoor play space for kids at a community center. [interviews] The interns also interviewed children, teens, and adults about how they interact with and benefit from nature in their community. [interviews] From this summer of research and youth experiences, new policies are being developed to promote connections to nature and community.

Public Health, Parks, and the youth of Madison are looking forward to the next phase of implementation and connecting more of their community to nature.

Video can be seen here.

This video won Second Place in the 2017 WCM Awards, Short Form Documentary category, and was featured on the national initiative Cities Connecting Children to Nature website.

Video Script Copy - Documentary Fitchburg Public Library 2018

Leopold Community Nights bring residents of the Leopold neighborhood together during the summer. Every night is a little different. Programming throughout the summer offers a wide range of games and crafts, science, literacy, and wellness activities, culture and fun. [interviews] Neighbors gather to eat, play, learn, connect, and celebrate the diversity of their community. [interviews] Community Nights were initiated by the Fitchburg Library and Leopold Community School, as a response to feedback from families about the lack of activities in the neighborhood during the summer. Community Nights host a variety of local partners that offer resources and support in a friendly, informal setting. [interviews] The Leopold neighborhood is isolated from many services, like the library and other spaces for learning and sharing.

Community Nights activate the park’s public space and offer the neighborhood meaningful community-building opportunities. [interviews] Video can be seen here.

Press Release Louisville: At Home in a Small Town 2011

NEWS RELEASE For Immediate Release Contact: Wayne Lee 303.517.0282 WWL51@comcast.net Louisville Photography Book Reception and Signing The 184 page book explores Louisville’s rich history and celebrated community The public and media representatives are invited to attend a reception and book signing at the Book Cellar on December 2nd, 2011 from 6-8 p.m.

Boulder, Colo., November 25, 2011 – Local photographers Wayne Lee and Maggie Snyder are excited to announce a reception and book signing for their book, Louisville: At Home in a Small Town. The book is a collection of contemporary art photography made in Louisville, Colorado over the course of a year, designed to prove the truth of Money magazine’s declarations in 2009 and 2011, that Louisville is the best place to live in America. Louisville: At Home in a Small Town is 184 pages and explores themes of self-reliance, community, celebration, family and traditions.

Working closely with the Louisville Historical Museum and the Museum’s Coordinator Bridget Bacon, the authors researched Louisville’s beginnings as a coal-mining town. The book includes a history chapter, complete with over 40 black and white historical photographs from the Museum’s collection.

Interviews with members of Louisville’s legacy families were also conducted over the course of the year, and their personal narratives have been artfully woven into the pages of colorful photographs.

“We found that the community of Louisville has been tightknit from the beginning,” notes Lee. “Community is what has allowed Louisville to survive tough times, especially in the early coal-mining years. Community is also how it has thrived and we wanted to document and explore the traditions that celebrate and represent the heritage of Louisville, which have continued to make it great today.”

Louisville: At Home in a Small Town is a collection of contemporary art photography and history of Louisville, Colorado, designed to prove the truth of Money magazine’s declaration in 2009, that Louisville is the best place to live in America. Louisville: At Home in a Small Town is 184 pages and explores themes of self-reliance, community, celebration, family and traditions.

For more information or to purchase online, visit http://www.wayneleelouisville.com

“A perfect blend of the past and present.”

-Chuck Sisk, Louisville Mayor

Book Signing and Reception December 2nd, 2011 6-8:30 pm

The Book Cellar 724 Main Street, Louisville

The reception and book signing will be held at the Book Cellar in Louisville on December 2nd, 2011 from 6-8:30 p.m. The Book Cellar is located at 724 Main Street, Louisville, Colorado.This event is open to the public. The book is available for purchase at the Louisville Historical Museum, the Book Cellar in Louisville and at http://www. wayneleelouisville.com.

For more information about Louisville: At Home in a Small Town, please visit http://www.wayneleelouisville.com.

Copy - Teaching Philosophy Listicle Academic Writing 2021

MY TEACHING PHILOSOPHY a listicle In the past five years that I’ve been an adjunct and visiting professor of art, I’ve learned a lot. My teaching statement used to be long and principled. However, adjuncting is a crucible in which one’s lofty ideals and genius-not-so-genius ideas are melted down and re-made from practical experience into principles guided by reality.

1. Meet people where they’re at and check your privilege. Some students make it to college not knowing really how to read.

Some students are the first in their family to attend college. Some students never learned how to manage time, prioritize, organize themselves, or work independently due to less than amazing high school experiencees. Some students arrive to college completely new to critical thinking. As a person of privilege, whose great-grandfather went to both Harvard and Yale, this came as a shock. I check that privilege every day, and then I use it to elevate people wherever possible by adapting what and how I’m teaching.

I ask questions and hold space for students’ stories and experiences. I consider their experiences their expertise and work from that base.

I learned to teach art in a different way than I expected to and also throw some lifeskills lessons in there. Sometimes it’s simply about creating new classroom challenges that engage them at their level. I’ve also learned about the different needs that art majors have vs non-art majors, how to pivot when a lesson isn’t working, and how to make a classroom more inclusive (hint: it’s about listening).

2. Be a good colleague. Communicate, be a team player, share information and knowledge, and help each other out. Again, listen.

3. Teach to a strong technical foundation, and transition to conceptual challenges as soon as possible. Creative problem solving, critical thinking, and developing artistic voices is the ultimate goal of most of my classes, from beginner to advanced to grad student.

4. Build trust through consistency, honor pronouns, personal narrative, and hold firm boundaries. The overall goal of my classrooms is increased capacity for limitless imagination and the successful visual articulation of ideas. Students do this better when they know what the limits are and when they feel seen and recognized for who they are.

5. Follow up heavy lecture time with a hands-on activity. The history of art can be heavy because art tackles some of the deepest, darkest parts of our societies; processing this physically with expression is grounding and engaging. Additionally, the immediate implementation of tools is critical. It’s easy to watch someone fluent in Photoshop do it well; it’s another thing entirely to do it yourself.

This generation is used to YouTube, scrolling, and Instagram filters; they are sometimes surprised at how much effort things take because the supply of images is so overwhelming and so readily available.

6. Critique based on the idea that everyone is doing the best work they can do in that moment. Then give students the opportunity to self-correct based on their goals for the work as laid out in their written proposals. Also written responses to critique not only helps students process what they are looking at, it sets up quiet students for participation success.

7. Clarify expectations around grades. Immediately. And repeatedly for the first two weeks of the semester. Nope, this is not an easy A. Attendance, participation, overall growth, and creative risk are what will make or break you in my class.

Successful teaching strikes a balance between building students up and constructively challenging them, pushing them to go farther, and allowing them to lead the way to autonomy, mastery and power. By mastering tools and building confidence in their ideas, students learn to trust and grow their own ideas, ask questions, find answers, and build a more informed understanding of their world, and how they can positively contribute to it through their gifts and education.

Copy - Diversity and Inclusivity Statement Academic Writing 2021

DIVERSITY AND INCLUSITIVY For the past seven years, I lived in one of the most racially troubled states in the US: The state of Wisconsin, or as it is colloquially known, "the Mississippi of the north", due to its extreme and systemic racial inequities. Through my work with government, educational, and private clients, I was fortunate to be close to and work with diversity and inclusivity initiatives as they were being developed. I saw where they succeeded and failed, and rolled that data into my classroom culture. Additionally, part of my art practice includes interactive performance, where conversations around the state of intersectional feminism, class, and race are at the fore. Here are some things I've learned through my experiences and allyship as a white person: 1. Listen.

As a documentary film maker working in government spaces, I saw white people in power not listen to communities of color when they came to the table with requests, stories, concerns, and struggles. It was frustrating and painful to watch this kind of ignorance and racism in practice. Through meeting people where they are at, listening, getting curious, and honoring the experiences of others, I create a classroom that is inclusive and celebrates a diversity of narratives.

2. Lifelong Learning I am currently reading White Trash and White Fragility, two books that discuss race issues in this country from different sides. I follow fat artists, artists of color, queer artists, trans artists, and women artists on social media. I read the feedback that minority communities give on how people can be better allies. It's a constant process of learning, growth, and whenever possible, owning my white privilege, failing, learning, and trying again.

3. Representation My lectures include as much work as possible by women, people of color, the differently abled, the fat, the queer, and the otherwise underrepresented. Time outside of class is spent researching artists that are outside the accepted canon of art history, and reading books, the news, and other relevant literature.

4. Platform Once we've established a technical foundation in class, we move onto conceptual work. I encourage students to use art as a platform to tell the stories they want to see told. I remind them of a tenant of American contemporary art history "the personal is political", a statement that was true in the 1960s and 1970s avant garde American art movement, and could not be more true now. I've watched students impact each other with their exceptional work, and bear witness to each other's struggles and triumphs that they now understand more deeply.

5. Privilege I check my privilege constantly when I'm teaching. My students have taught me to be a better ally. I'm sorry that this labor sometimes falls on them, but I am exceedingly grateful for everything they have taught me. It's hard and painful work sometimes, but any discomfort I might have over my privilege getting checked is nothing compared to the struggles of minority communities. Leaning into that temporary and mild discomfort in order to learn and do better is a small sacrifice in moving a much bigger cultural needle.

6. Pronouns I used to think that it was a small thing to have everyone introduce themselves and share their pronouns on the first day of class, which is privileged thinking. However, I realized that everyone needs to get used to this conversation in order to hold space for those whose pronouns are different than one might assume, who are on a spectrum instead of a binary of gender, or whose pronouns are in flux. I have now adapted the pronoun introductions from my classroom across all social and business occasions I find myself in. It is rare that I am not asking for pronouns when meeting new people for the first time, regardless of our surroundings. I have also found this particularly important in my work as a documentary photographer, and honestly representing the people I am photographing.

As a teacher, this is a sampling of where I intersect with diversity and inclusivity. I work hard to make my classroom a safe, student-centered, and inclusive space. I was recently nominated for an Honored Instructor Award at UW-Madison, and was told that the submission, which came from a student, included this statement: "Maggie helps cultivate creativity in a safe space, and I'm so glad I took her class!" I'm grateful to have some feedback that my goals are being realized.

Copy - Essay: Fortune Cookie Writings, #1 Exhibited on 3’ x 4’ sheets of bond paper 2015 EVERYTHING ORIGINATES FROM THE SEED OF DETERMINATION I used to believe that my will and my will alone could accomplish anything. It had to. For the longest time, I had nothing else but my will.

It felt like a towering tree inside of me, its branches pushing out underneath my skin, trying to work their way up to the light. It’s a powerful, allconsuming feeling and is therefore a very isolating feeling as well. Constant and distracting.That skin is a layer of social norms and troubling mores that have waged a long campaign against this determination, a battle that has often drawn my attention too far inwards, too far into the depths of fear, insecurity and insanity.

My mother’s word for this determination is inner direction and credits my early education in the world of Montessori for this gift. I don’t entirely agree: I think Montessori created a container for it and influenced my interest in the process, but this is how I’ve just always been. Determined. Some people have catagorized this character trait as an incredible work ethic. Still others refer to me as a workaholic.

You know what is hard? Being super-determined to really SAY something and...having nothing to say. My early years as an artist were a frustrating collision of feeling this determination to do a thing, colliding with not being entirely sure about what it was I really wanted to say. Looking back on it, it wasn’t that I had nothing to say; I had lots of things to say and it wasn’t going to be pretty, cute, girly poetry. It was everything held in secret, the dirty, messy, ugly stuff of life, everything lurking beneath the surface of beauty, of social performance, of relationships. This is the darkness and fury that I reach my hands into to this day and pull up into the light to examine. This is the best stuff.

When I encountered John Cage saying, “I have nothing to say and I’m saying it!” I should have felt relieved. Permission to say nothing! Instead, I felt jealous. As much as I needed permission to start saying what it was I had to say, I was also beginning to understand what a complex trap of powerlessness the idea of permission really is, especially when you are looking for it outside of yourself. Permission, I realized, was the thing getting in the way of my determination and I didn’t like it.

I was already having to fight just to have a voice, to be heard, to be taken seriously, as a woman in a band, as a woman in a gallery, as a woman performing, as a woman...simply existing and having an experience. A woman’s experience is a thing that most of the world would like to invalidate in every possible way. I didn’t feel like I had the luxury of saying nothing once I was able to finally get my voice out there. Not only would that be grounds for instant dismissal, it would be a lost opportunity.

John Cage probably wasn’t socialized to be good, subservient, to be polite. John Cage probably didn’t have his colleagues talking over him, interrupting him or mansplaining to him why he couldn’t conduct an audacious 4 minute and 33 second symphony of silence. So as much as I love his work and love him for saying that, I hate the privilege he had that gave him the luxury to.

It still unsettles me that sometimes things come of my mouth that I didn’t consciously intend to articulate and it shouldn’t unsettle me. As an artist, it’s my job to articulate a lot of things that are neither good nor polite and as a woman, well...it really makes no difference that I am a woman. It’s still my job to unsettle, to highlight, to explore, to frame and reframe human experience.

Determination is a form of magic. It obeys the same laws anyway. You cannot create or destroy matter simply with your will, but you can transform it.

You can transform yourself into anything you want. It took me a long time to learn this. When I finally started to Get It, the giant tree of my will stopped pushing so hard against the inside of my skin. I felt my drive start to root itself in real things, real battles, instead of imaginary ones and I stopped looking so hard for an anchor point in the sky above me.

I stopped seeking permission to have a voice and I started saying things. I hope you’ll join me. Especially if you are a woman. I believe you and I believe your experience.

I hear you. And we are not alone.