Experience

Tree House Recovery

• United States
• Medical Practices
• 1 - 100 Employee

• Copywriter

  • Apr 2019 - Present

  - Capable editor who used SEO keyword to transform 7 low-ranking pages into featured snippets on Google, which increased search impressions by 20% in two months - Productive writer who performed a site audit and completed two long-form web pages every week, which tripled productivity. - Strategic thinker & writer who leveraged audience analysis to create three pages with high traffic volume, conversion rates, time on page, and the lowest bounce rate on the domain. - Capable editor who used SEO keyword to transform 7 low-ranking pages into featured snippets on Google, which increased search impressions by 20% in two months - Productive writer who performed a site audit and completed two long-form web pages every week, which tripled productivity. - Strategic thinker & writer who leveraged audience analysis to create three pages with high traffic volume, conversion rates, time on page, and the lowest bounce rate on the domain.



Orange Coast College

• United States
• Higher Education
• 700 & Above Employee

• English Instructor

  • Aug 2016 - Apr 2019

  Taught transfer and pre-transfer level academic writing. I wrote all my own lecture and teaching materials and created a WordPress website every semester to house all these materials. I always believed the best way to teach was to lecture only about skills that students were about to try. Many times these skills were new for students so the written instructions, examples, and steps had to be very clear. Taught transfer and pre-transfer level academic writing. I wrote all my own lecture and teaching materials and created a WordPress website every semester to house all these materials. I always believed the best way to teach was to lecture only about skills that students were about to try. Many times these skills were new for students so the written instructions, examples, and steps had to be very clear.



Saddleback College

• United States
• Higher Education
• 700 & Above Employee

• English Instructor

  • Aug 2015 - Apr 2019

  Designed a syllabus, Wordpress website, lecture materials, and helped edit, revise, or find additional research for students in my Freshman Academic Writing classes. Quick & Effective Self-Teacher for New Technology: I fell in love with assigning different genres of writing to appeal to students with various majors... I also enjoyed learning (how to teach) these different formats as well. Some semesters we wrote websites, screenplays, personal stories, or proposals. For each of these, I had to teach myself the needed skills and platforms before I could help students in class. Show less



Orange County School of the Arts

• United States
• Primary and Secondary Education
• 100 - 200 Employee

• Substitute Creative Writing Teacher

  • Aug 2015 - Apr 2019

  Quick Thinker: Substituting always reminded me of an Eisenhower quote: "Plans are useless, but planning is indispensable." You walk in with a lesson plan that seems so meticulously detailed, yet you almost always end up making changes on the fly. Interpersonal Skills: there's a social element to subbing. If students don't like you, they are that much more likely to try and mess with the substitute. You have to very quickly charm and establish boundaries in order to have a productive day... Teachers actually have a lot of control over choosing subs so in order to be called back, students have to like you and be willing to work for you even though you have absolutely zero control over their grades or status in the class. CLASSES TAUGHT: - Screenwriting - Poetry Writing - Chapbook Production - Comedy Writing - Literature 1 Show less



Irvine Valley College

• United States
• Higher Education
• 500 - 600 Employee

• English Tutor

  • May 2016 - Jan 2017

  Tutored in the Writing Center by assisting students with reading, writing, and research either by appointment or walk-in. Time Management: There were weeks where essays would be due for many writing classes, which created a surge in appointments and walk-ins. It was crucial in those weeks to be able to work quickly and efficiently with every student so that they got the help they wanted.

• English Instructor

  • Jan 2016 - May 2016

  Good Under Pressure: Two weeks into the semester I got an email saying that a full-time faculty member had quit and that someone needed to cover her academic writing class. I accepted immediately. I went to visit the campus later that day and learned that they didn't have the resources I would need to use my existing curriculum. So in 5 days, I wrote a completely different 16-week syllabus and calendar with day-to-day teaching materials, lectures, and assignment descriptions.



California State University, Chico

• United States
• Higher Education
• 700 & Above Employee

• Assistant Coordinator for California Early Assessment

  • Jun 2014 - Jul 2015

  Leadership: I helped manage the program, train the staff, analyze the results, and present the conclusions to the department.

• Summer English Writing Tutor

  • Jun 2013 - Jul 2015

  Worked with incoming Freshmen to prepare them for their college academic writing class. This was a digital class that students took online and I communicated with them as well as graded their work.

• English Instructor

  • Aug 2013 - May 2015

• English Writing Tutor-Mentor

  • Jan 2012 - May 2015

  Led a class of 10 students from different English classes. Helped them with research, reading, writing, and editing. Adaptable: This space was my first taste of teaching. It was difficult for me at first because this was a class where you could completely throw out your plan 10 minutes in if a student needed something. Often you would come in with ideas and then end up using pieces of it along with pieces of plans you had needed in the past. So on some days you simply had to do the best with what you had with exactly zero prior notice.Organization: As I continued leading this class, I realized that I could have students read ahead in their curriculum calendar. That way they knew what they were about to write/read/research and could schedule certain days in my class to get advice on it.People Skills: For many years this was a remedial class. Meaning students were told they had to take it because they failed a test. To help them get the most out of it you had to spend time helping them trust, like, and get to know you. Most freshmen didn't respond well to the remedial stigma and it was part of my unofficial job description to be on the front lines of dealing with that fallout. Otherwise, they were much less likely to trust you with helping them and much more likely to stop attending. Training: As semesters passed I learned from the many mistakes I made leading this space. Eventually, the department instituted a weekly meeting for all the tutors. Two other senior mentors and I banded together to organize this into an opportunity to address questions, check-in, share class plans, and distribute resources that had worked well in the past. Show less

• Embedded English Writing Tutor-Mentor

  • Jan 2012 - May 2015

  Embedded tutor means you also attend the English Academic Writing class with your students. But as a tutor, you don't grade their work. Attended a Freshmen Composition class with a group of 10 students. Then lead a separate workshop class once a week to assist students with the work of that class.

• ESL Instructor

  • Jan 2014 - May 2014