Coordinator of Graduate Student Admissions & Support

• Dec 2021 - Present

--Be a steward, catalyst, and innovator of the graduate admissions process in the College of Education --Support College of Ed graduate students toward their goals and degree completion --Develop solutions to graduate student obstacles and questions --Be a steward, catalyst, and innovator of the graduate admissions process in the College of Education --Support College of Ed graduate students toward their goals and degree completion --Develop solutions to graduate student obstacles and questions

Academic Services Coordinator for Graduate Students

• May 2015 - Dec 2021

--Advise around 250, non-degree seeking, graduate students --Analyze and manage all documents related to graduate degree conferral --Coordinate campus-wide admissions event for prospective grad students --Advise around 250, non-degree seeking, graduate students --Analyze and manage all documents related to graduate degree conferral --Coordinate campus-wide admissions event for prospective grad students

Student Advisor

• Aug 2013 - Jun 2015

--Advised first-year honors students, one-on-one, to monitor personal, academic, and career goals --Built relationships with local business-owners and campus departments to augment student programming --Supervised 14 Resident Assistants, capitalizing on their individual strengths when assigning responsibilities --Coordinated developmental programming for 130 junior high students attending Belin-Blank summer programs --Tracked and managed student data, payments, and accommodations using a departmental database Show less

Tutor

• Apr 2008 - Oct 2014

--Simultaneously tutored 3 students, ages 4-18, on Reading, Writing, and Math --Charted student progress toward academic goals and reported results to caregivers --Simultaneously tutored 3 students, ages 4-18, on Reading, Writing, and Math --Charted student progress toward academic goals and reported results to caregivers

Adjunct Professor

• Nov 2011 - Aug 2014

--Communicated complex, linguistic concepts to students with limited language proficiency and comprehension abilities --Maintained a culturally-sensitive and supportive classroom environment for international students with disparate cultural backgrounds --Guided 40+ students through class selection and assessment during international student orientation --Communicated complex, linguistic concepts to students with limited language proficiency and comprehension abilities --Maintained a culturally-sensitive and supportive classroom environment for international students with disparate cultural backgrounds --Guided 40+ students through class selection and assessment during international student orientation

English Curriculum Writer

• Feb 2008 - Oct 2013

--Created, wrote, and edited English curriculum for an International, k-12, English-speaking school --Worked efficiently as a self-motivated, independent contractor --Created, wrote, and edited English curriculum for an International, k-12, English-speaking school --Worked efficiently as a self-motivated, independent contractor

ESL Teacher

• Aug 2010 - Jun 2013

--Served as a resource for students becoming acclimated to a new country and/or a new school --Co-taught two different Sheltered American Studies courses --Scheduled, completed, and managed a tome of state-mandated testing and paperwork for all ELL students --Served as a resource for students becoming acclimated to a new country and/or a new school --Co-taught two different Sheltered American Studies courses --Scheduled, completed, and managed a tome of state-mandated testing and paperwork for all ELL students

ESL Teacher

• Aug 2010 - Jun 2013

Adjunct Professor

• Aug 2012 - Sep 2012

--Crafted a challenging curriculum to introduce students to academic rigor and Cornell’s one-class-at-a-time system --Provided detailed feedback on each written assignment, considering the tight, 18-day block schedule --Identified possible signs of distress during students’ acclimation process and then counseled students privately --Crafted a challenging curriculum to introduce students to academic rigor and Cornell’s one-class-at-a-time system --Provided detailed feedback on each written assignment, considering the tight, 18-day block schedule --Identified possible signs of distress during students’ acclimation process and then counseled students privately