Douglas worked in a 8:1:1 classroom for 4th through 6th graders with a variety of intellectual disabilities, learning the intricacies of how to support each student's academic journey. While there, he was recognized for excelling in his ability to connect and inspire the individual students he spent time with. His personal highlight was assisting a student with finally being able to tie their shoes, an accomplishment that brought a tear to the eyes of a fellow paraprofessional and the head… Show more Douglas worked in a 8:1:1 classroom for 4th through 6th graders with a variety of intellectual disabilities, learning the intricacies of how to support each student's academic journey. While there, he was recognized for excelling in his ability to connect and inspire the individual students he spent time with. His personal highlight was assisting a student with finally being able to tie their shoes, an accomplishment that brought a tear to the eyes of a fellow paraprofessional and the head teacher. Show less

Douglas oversaw a spectrum of responsibilities that are at key pieces to the puzzle that is University Ministry at the University of Detroit Mercy (UDM), including: serving as the de facto liaison with the student body, overseeing all aspects of Service in the City, and coordinating service projects within the City of Detroit.While connecting with students, he focused on the little details – hobbies, interests, and needs – that presented themselves. Understanding that an office where… Show more Douglas oversaw a spectrum of responsibilities that are at key pieces to the puzzle that is University Ministry at the University of Detroit Mercy (UDM), including: serving as the de facto liaison with the student body, overseeing all aspects of Service in the City, and coordinating service projects within the City of Detroit.While connecting with students, he focused on the little details – hobbies, interests, and needs – that presented themselves. Understanding that an office where the students hang out, he found ways to connect through learning the game of pool; taking on self-proclaimed chess experts and card sharks;and "Fun First Fridays", a food-filled way to relax on the afternoon of the first Friday of every month.As the manager of the Service in the City tutoring program, I oversaw all aspects of the program, including: tutor recruitment, ensured alignment with the program's mission, maintained partner communication, coordinated schedules and carpooling, conducted tutor orientations, created monthly reflections, and relaying any important information. Doug introduced a collaboration between Loyola High School and the professors who supported the program to have a day full of exposure to college and some fun experiments on-campus. Viewed as a success, he used data to acquire $1,500 in grant funding for future projects with the professors, tutors, and Loyola students to collaborate on in the future.Other accomplishments include:– Utilizing connections and establishing partnerships to increase the number of tutors by 300% in year one with room for expansion by exploring new community partnerships– Revamped the Service in the City program to allow for student leaders in the years to come– Coordinated all logistics for a service trip to El Paso, TX (7 people); a weekend-long trip to Washington D.C. for (12 people); monthly service experiences within the city of Detroit (upwards of 13 people) Show less

Spent two years as a Jesuit Volunteer, focused on embracing the values of social justice, community, simple living, and spirituality. Served in San Diego (2022-2023), living in Barrio Logan and Detroit (2023-2024), living in the Bagley neighborhood.

Douglas worked on-site at a Domestic Violence Shelter with SBCS where he oversaw a variety of roles, including case management, unit preparation, weekly unit checks, staffing the agency hotline, grant administration, programming, office tasks, and maintaining shelter supplies and pantry levels.When he joined the team in mid-August, Douglas learned that all shelter units were scheduled for upgrades, originally planned to begin in mid-July. With the project delayed until mid-October –… Show more Douglas worked on-site at a Domestic Violence Shelter with SBCS where he oversaw a variety of roles, including case management, unit preparation, weekly unit checks, staffing the agency hotline, grant administration, programming, office tasks, and maintaining shelter supplies and pantry levels.When he joined the team in mid-August, Douglas learned that all shelter units were scheduled for upgrades, originally planned to begin in mid-July. With the project delayed until mid-October – and two members of the team, including the director, left on maternity leave – Doug took the initiative to coordinate the preferred schedules of the lead contractor and the agency to maximize the efficiency of the work while minimizing the impact on clients.As part of the upgrades, the Shelter's storage units had to be rearranged, and Douglas took on the added responsibility of constantly reorganizing over 1,000 cubic feet worth of storage supplies until new storage sheds were available.With team members absent, Douglas assumed responsibility for overseeing compliance with a grant aimed to provide programming for our clients and families. His duties included assisting team members with planning a program, creating a monthly calendar, purchasing supplies, managing the budget, providing quarterly financial updates, and capturing photos as possible. Show less

Douglas effectively communicated updates between our club and the national association, coordinated delegations for conferences, and led team meetings with important updates. I also organized a successful clean-up event at the Charles River, optimizing efficiency and reducing clean-up time by over 30 minutes.

Student Programming, Community Engagement, Sophomore Leadership

Douglas was part of a select cohort dedicated to exploring ethical development and complex global issues. He took classes focused researching power dynamics shaped by borders and delving into philosophical distinctions between perceived good and actual reality during Spring 2020. As a senior, he took a course focused on critical research methods and researched the relationship between "Home" with in a pre- and post-Covid reality.

Doug was part of a 40-person team during Division I events, ensuring tasks were carried out efficiently and safely. He collaborated closely with upper-level Athletic management to improve operational processes within the department. Additionally, he managed teams from external companies, providing additional manpower when needed.

Douglas advised 80 first-year students during the 48Hours community-building retreat and 60 students on the Kairos spiritual retreats, focusing on themes of authenticity, self-awareness, effective communication, and mentorship. In small groups of up to 10, he initiated conversations to build relationships and challenge students, fostering an environment for personal growth. He also facilitated activities during downtime to help students connect in more casual, informal settings. As part of… Show more Douglas advised 80 first-year students during the 48Hours community-building retreat and 60 students on the Kairos spiritual retreats, focusing on themes of authenticity, self-awareness, effective communication, and mentorship. In small groups of up to 10, he initiated conversations to build relationships and challenge students, fostering an environment for personal growth. He also facilitated activities during downtime to help students connect in more casual, informal settings. As part of the leadership team, Douglas performed an opening skit with seven other leaders, setting a fun and engaging tone for the Kairos retreat. Additionally, he delivered a 15-minute opening talk, crafted over a 10-week formation process, addressing 60 students. He also collaborated with two other leaders on a panel, seamlessly sharing their college experiences to inspire and connect with the group. These experiences allowed Douglas to further develop his leadership, communication, and mentoring skills while making a lasting impact on students' personal journeys. Show less

Collaborated with my team of 5 other counselors to plan and execute day-to-day camp activities for upwards of 30 children between the ages of 3 and 4.