• Worked with 3 or 4 students at a time, sometimes one on one, completing practice problems, word problems, and Geometry-based activities in English and Spanish• Created lesson plans around a database that CPS used called "Saga", that consisted of four daily 'Do Now' activities/practice problems and two exit tickets• When not meeting with small groups, I would be in the classroom helping as a teacher's assistant, supporting the teacher, ensuring that students are paying attention and following along, and helping during work time• Logging daily attendance and weekly progress using Excel and the database Branching Minds, adhering to established policy• Independently created my own roster of 21 students out of a list of 104 junior high students, having determined their math skill level through observation and testing, and met with each group twice a week every week• Encouraged an environment where every student felt compelled to share more about themselves, their passions, and their interests while learning math• Learned more Spanish and now can teach math at the middle school level to English Language Learners with little translation

• Managed venue traffic while maintaining COVID-19 mask and vaccination guidelines with all guests• Prepared venue for performers and ensured guest safety during the performance• Experienced with answering inquiries and solving conflict in a high-volume work environment.• Maintained professionalism with musicians, coworkers, and guests at all times• Deep cleaned and cared for an older building, paying special attention to areas like the opera boxes and the stage when using certain cleaning products as to not ruin the vintage appeal• Scanned tickets, directed guests to opera box seats, and corrected guests when not following mask or vaccination policy

• Lead activities that engage youth in horticulture, urban forestry, ecological restoration, resource conservation, green infrastructure, urban agriculture, nutrition, bicycle maintenance, and bike safety• Supervised students on planting their own garden and assisted with proper planting procedure• Brought in guest speakers to talk to students about nutrition, Black liberation and over-policing, and hair styling.• Worked with students, ages 15 to 18, at Frederick Douglass Academy in Austin, Chicago and Orr High School in Humboldt Park, Chicago.• Instructed on bike safety, teaching young people bike drills and taking them on field trips. Taught some students how to ride bikes for the first time!• Communicated with young people and their parents through email, text, and phone to create a roster of eligible employees/students• Distributed payment via check to employees on a weekly basis.• Cultivated lesson plans based on concepts provided through Greencorps' management• Worked with youth on their resumes, cover letters, and created a master doc of resources for their individual success

• Developed very strong interpersonal skills with team members and customers.• Memorized hundreds of drink combinations, including an ever-changing collection of seasonal drinks.• Able to work under high pressure while maintaining an inviting and calming demeaner.• Used to working flexible hours, including early mornings to nights, and most government recognized holidays.• Followed company procedures for safe food and drink preparation while maintaining pest prevention. • Assisted management with inventory control, putting away deliveries with proper organization.• Resolved customer complaints and effectively address any inquiries about the café or Starbucks on a corporate level.• Responsible for “clean plays” after business hours, deep cleaned espresso machines, coffee grinder, back-of-house refrigerators, and dishwasher, etc., all while following Starbucks official procedures.• Trained in a pandemic-specific customer de-escalation + health and safety guidelines. Fully vaccinated as of April 2021.

GenerationEco doubled as an online quarterly journal and a lifestyle blog on all issues of environmental sustainability. GenerationEco strived to be a tool for any questions about sustainability. GenerationEco was about a paradigm shift that needs to occur in everyone's lifestyle in order to help slow climate change and save the environment from devastation.• Wrote a series of articles ranging from lifestyle blog posts, to researched articles on different topics within environmental sustainability: i.e. "Harriet Tubman and other Black Environmentalists" (Winter 2018) + "Mad Max, but for Real" (Winter 2019).• Recruited guest writers on quarterly issues, permanent team members, and new readers during in-person events + online interaction.• Collaborated with team members on how to best communicate the value of living sustainably, why it is so important, and how to do it in cost-effective ways• Explored the relevancy of topics like racism, gentrification, sexism, transphobia, and other forms of bigotry within the topic of environmental education, and how they can affect someone's relationship nature Written Articles:"How COVID-19 is affecting rural communities at home and overseas" 2020- this issue was postponed because of GenerationEco's focus on the Black Lives Matter Movement"Mad Max, but for Real" Winter 2019"Harriet Tubman and Representation of other Black Environmentalists" Winter 2018The founder of this magazine decided to pursue other projects and regretfully had to end this one! It was a fantastic group of talented, diverse young voices discussing how understanding different avenues of media, culture, education can help individuals live more sustainably.

• Answered applicants and recently admitted graduate students through phone, email, + in-person communication. • Counted and sorted inventory of admission materials, applicant records, + university spirit wear.• Performed internal audits of thousands of application materials, ensuring the protection of each applicant's private data.• Answered applicant questions by both phone and email with consistent professionalism and positivity.• Scheduled and confirmed appointments for prospective graduate students with Associate Directors + Academic Counselors.• Worked individually with students by giving them a tour of the campus, discussing financial opportunities, and informing them of graduate program expectations once they were accepted.• Solicited feedback from graduate applicants and students to assess event success and uncover opportunities for improvement.

• Planned ten 15-minute lectures to teach students new material that would pertain to lab activity. Presented weekly chemistry lectures to 20 students.• Supervised lab activities to ensure safety and aided where necessary.• Graded quizzes covering lab materials, reports, and lab work; worked one-on-one with students that had questions about grading + offered extra credit work where applicable.• Facilitated engaging discussions on lab material and tutored struggling students both in and outside of class.

• Aided community members on how to best maintain newly planted and mature trees; one of the projects during this internship was educating residents on the best mulching practices to stimulate tree growth (donut vs volcano mulching). This was done by communicating with them face-to-face, over email, and over-the-phone, and usually by walking them through a packet created by my supervisor.• Performed an evaluation of 10,000 public trees to log any pest infestations (paying specific attention to Ash species) and overall health, which was then recorded in ArcGIS• Restored natural areas with groups of community volunteers, educated community members on Riverside’s natural history • Utilized the basics of the Geographic Information System ArcGIS to manage and log different tree species, locations, and general health.• Gained valuable insight into land management of a suburban neighborhood, and what it takes to plant in a location that will (1) help promote the most tree growth and (2) would not interfere with the health of other neighborhood treesProjects:• Engaged in several pruning projects throughout my internship. Most of these projects were for safety purposes, like pruning public trees or bushes that were blocking roadways and pruning tree branches away from sidewalks.• Completed a Tree Population project that involved me taking a tree survey of public trees (no trees in backyards were recorded), log what condition they were in (good, fair, poor, dying, dead, removed), and if they were volcano mulched. If they were volcano mulched, I would fix the mulching and inform residents of how to properly mulch and why volcano mulching is bad for trees.• Towards the end of my internship, my task was to log the condition of newly planted trees that my supervisor and I had planted at the beginning of the season.

• Interviewed 50 parents and young people for enrollment in a youth program for high school aged students to explore and participate in urban agriculture and green careers. • Guided young people when working in the roof-top education garden, urban farm, and in the classroom. • Assisted students with cover letters, resumes, and personal statements for college. • Provided a safe space for young people to learn how to ride and upkeep bikes provided to them through Gary Comer.• Operated a weekly farmer’s market for local community members from the student-run urban farm.• Engaged in important discussions with young people, and learned more about their perspective when it came to the tasks that were expected of them, colorism, and their experiences with racism in Chicago.

Trained for every position; sold food, tickets, and cleaned theatres before and after movie showings. Expected to have usher supervisor responsibilities.

• Travelled to field sights with my professor (i.e. LaBaugh Woods and Montrose Point Bird Sanctuary) and developed a lesson plan around that field sight.• Learned the basics behind upkeeping a van provided through the university, drove between 8 to 10 of my peers to field sights.• Expected to keep up with class material as a student in the course and take on extra responsibility for class retention as a teaching assistant.Projects:• Tree Phenology project; this project was a survey of 25 trees near DePaul University's Lincoln Park Campus. I was expected to identify the tree's species, condition, and its location in relation to other trees.

• Developed valuable customer service skills, honed my ability to multitask, and formed life-long relationships with regular customers.