I coordinate with the Event Director to assess the needs of the event; source and recruit volunteers through various techniques; logistically place volunteers at work stations; keep detailed record of volunteers’ information and duties.

The Pad is a line of climbing gyms on the Central Coast that not only focuses on the physical well being of their members, but also the importance of personal growth and community development. As the Community Outreach Director I acted as a liaison for The Pad to establish strong ties with the local community. It was my main responsibility to participate actively in the Central Coast community in the promotion of The Pad and their fitness programs, and most importantly, their strong community of members.Furthermore, the Community Outreach Director was part of the greater leadership team at The Pad. This meant collaborating with other programs and team members, as well as attending all leadership meetings. With all interactions inside and outside the organization, I actetd not only as the face of the fitness program, but a face of the organization as a whole. Other Responsibilities included: I interfaced with management regularly and report to the CEO. I maintained the bimonthly newsletter. I collaborate with the CEO in developing and managing the retention call program. I wrote and distributing press releases to targeted media sources in the community. I assisted the Event Coordinator in special gym events, if needed.I performed translation and interpretation services for The Pad as necessary between the English and Spanish language.

As a Family Services Advocate (FSA) for Head Start [in association with Community Action Partnership of San Luis Obispo (CAP SLO)], I established relationships among a diverse group of individuals throughout the Central Coast community to provide emotional support and resources so their families can best achieve personal self-sufficiency and economic stability. Some of my responsibilities included, but were not limited to: connecting with families to create individual/family goals and provide resources based off of their needs; advising families during high stress and sensitive situations; maintaining confidential information through the families’ files and database; assembling parent meetings to encourage participation in the community and meet families’ social, financial and health needs; translating various documents and interpreting Parent Committee meetings, Parent-Teacher conferences and all other consultations for Spanish speaking families to ensure equal understanding of information despite the language and cultural barriers; networking with various public programs and recruiting actively throughout the county to enroll our Head Start and Early Head Start programs. Furthermore, I worked closely with various managers and coordinators within the agency to perform and resolve high level administrative tasks and problems, such as complying with federal and state policies and procedures, maintaining data and reports, collaborating on highly sensitive cases and referrals for families and children in our program, etc. For example, I was chosen by the Family/Community Partnership Coordinator to participate on a committee of selected personal to collaborate and improve policies and procedures for Family Services.

Under the position as Program Eligibility Specialist (PES) and Case Worker for the State Child Development Program (SCDP) with Community Action Partnership of San Luis Obispo County (CAP SLO) I gained professional and client experience that would assist in administrative work assignments, as well as training and customer focus responsibilities. As a case worker, I continuously collaborated with low-income individuals and families to best achieve personal self-sufficiency and maintain economic stability. Some of the PES responsibilities included providing clear information to clients on eligibility requirements for SCDP; coaching clients on how they can fulfill eligibility requirements; practicing active listening to ensure the client’s needs are met; presenting all information, paperwork, and services in Spanish and English.

As a Student Assistant, I collaborated with a Cal Poly professor in transcribing and translating their documentary from Spanish to English. The project required attentive listening and attention to detail, as well as fluency in Mexican Spanish. Furthermore, the same professor asked me to edit his academic writing that was translated from Spanish to English. The professor's chapter was published in a book in 2016.

The purpose of this senior project was to gain a better understanding of how immigration affects gender roles for Mexican migrant women, more specifically first generation women immigrants in California. I explored reasons for immigrating, the experience of migrating from Mexico to the United States, and personal experiences as a female in Mexico and a female here in California, or more specifically on the Central Coast.Data was gathered using the following methods. First, I conducted a literature review on changing gender roles in Mexico and Mexican migrant women in the U.S. Second, I did personal interviews with first generation women immigrants in the Santa Maria, CA, area. The sample size was approximately eleven women. I recruited participants by using a snowball sampling method. I already knew a few migrants. I asked each interviewee if she could recommend other interviewees, and follow that chain. Also, I investigated local NGOs and charities in the study area to assist finding interviewees, as well as, to provide further knowledge about about services and the women in the area. I am bilingual and fluent in Spanish. All instruments were translated into Spanish, and available in Spanish and English depending on the preference of the participant. Part of this senior project involved giving a presentation on the results at Cal Poly. This study educated Cal Poly students and faculty about the Mexican female migrant population, an important and growing demographic group in California.

Myself and a Cal Poly professor organized a social justice oriented tableau to create more awareness and support for the 43 students that disappeared in Mexico in October 2014. We designed a display of 43 chairs on a grass area on campus, and on every chair was a student's bibliography and photo. The planning process of the event entailed organization, outreach, teamwork, and patience.

I taught English to two Spanish girls during my time in Granada, Spain. The job consisted of creativity, improvising, quick thinking, as well as, the ability to change between English and Spanish.

As cashier, I multi-tasked answering phone calls, placing food and beverage orders, preparing certain food and beverages, and handling purchases. As a waitress, I served food and beverage orders to customers and maintain constant communication with the cooks and baristas. As a busser, I made the restaurant and restroom presentable to customers, as well as wash the dishes and keep the coffee bar area clean for beverage preparation.

I performed cashier and gift wrap services for long hours. I made the sales floor presentable by stocking the products and cleaning the store. I assisted customers to find the product that they were looking for. In addition, I had to provide excellent customer service in a busy, high stress environment.

As a hostess, I seated customers, prepared "To Go"​ orders, multitasked phone and cash register services, as well as offered extra services to coworkers and customers. As a waitress, I took customer's food orders, served food and beverages to customers, and prepared certain side dishes. As a busser, I made the restaurant presentable for customers. Yet, the main duty was to maintain a high level of customer service while performing multiple tasks.

I handled all phone calls, purchases, and computer tasks. I assisted the tennis pros on court with tennis lessons and camps. Also, I assisted with the organization and preparation of tennis tournaments held at the Santa Maria Country Club.