The Center for Student Success at Carthage College offers holistic, individualized student support through one-on-one advising for all Carthage students in addition to programming for special populations (i.e. first-generation, commuter, or transfer students, among others).As a Success Advisor, I utilized the EAB Navigate system to provide case management to high-risk students, create communication campaigns throughout the year, and holistically advise a caseload of approximately 600 students across all majors, demographics, and academic standing. Advising topics included supporting students through personal, academic, social, or financial issues as well as helping them navigate the college infrastructure at Carthage.Other duties included taking the lead on first-generation student programming (FAFSA support events, National First-Gen Day Celebration, First-Gen Graduation Celebration, etc.) and supporting other programming projects as needed, teaching up to 7 sections of the required first-year College Success Seminar, and supervising the Center for Student Success Bachelor of Social Work intern.

Continuing with my role as a College Success Advisor at Bottom Line Chicago, in the 2020-2021 school year I provided remote services for students at the University of Illinois at Urbana-Champaign, the University of Illinois at Chicago, North Park University, National Louis University, and Harold Washington College. Given the COVID-19 pandemic, advising was administered to my students through various forms of video chat and phone conversations.

My role as a College Success Advisor at Bottom Line New York consisted of supporting 85 first-generation and low-income college students. I spent three days a week meeting students in person at CUNY-City College, CUNY-Hunter College, and SUNY-Buffalo State College providing services to address questions, concerns, and obstacles they may be facing during their time in college. In addition, several of my students were unenrolled and received support in professional development and/or re-enrolling. Bottom Line breaks down student support into the DEAL model:DEGREE: In this area, I ensure students are making satisfactory academic progress and mapping out their college careers effectively. Topics such as time management, utilizing campus resources, and recovering course credits if necessary are addressed.EMPLOYABILITY: My Employability support to students often consists of reviewing resumes, cover letters, LinkedIn profiles, and other job or internship application materials and providing feedback to students. I also encourage students to take advantage of the professional development opportunities and positions provided by Bottom Line's Career Connections Team. Lastly, I also provide students with resources to explore their potential careers and forming a career plan.AFFORDABILITY: My primary Affordability support to students is guiding them through FAFSA and New York State financial aid applications. In addition, troubleshooting any issues regarding student account balances and financial aid verification is also an important aspect of Affordability.LIFE: Of course, many students may be facing major life concerns. As an advisor and mentor, I provide consistent moral and general life support to all of my students.

Practicum experience. My time with OSES was primarily based around offering one-on-one study skills sessions to undergraduate students, covering topics such as time management, general study strategies, and test taking strategies. I also facilitated a study skills workshop for first-year Evans Scholars students. My other responsibilities included data entry for tracking study skills, probation, and academic integrity sessions with students as well as benchmarking Marquette's academic support practices against other peer institutions to be used in strategic planning for the new OSES Director.

Graduate assistantship. As the PFFP Coordinator, my principal responsibilities revolved around communicating with and supporting graduate students as they participated in the program, particularly since many participants were adjusting to a relatively new PFFP program structure. In addition to maintaining the website and D2L page, I also worked with the Associate Deans of the Graduate School to advance the program so it could offer the best opportunities for participants. Notable accomplishments include the integration of entrepreneurship opportunities into the program, streamlining the efficiency of the D2L page and website for clearer communication, and the development of a framework for graduate student development at Marquette as a whole.

As the OIE Graduate Assistant, my role mostly consisted of administrative projects and tasks as assigned by the OIE Director. These projects focused on the three main functions of OIE: International Student and Scholar Services, Education Abroad, and institutional partnerships. Examples of projects include education abroad curriculum integration for Marquette engineering and business students, discipline mapping of partner institutions, implementing the International Friendship Program, and editing the Instructing Global Learners library resource guide for Marquette employees and students.

In this position, I served as part of the Student Affairs Leaders of Tomorrow (SALT) Institute pre-conference committee. I helped with pre-conference preparation, including communication with participants, brainstorming about sessions with other committee members, and committee call notetaking. During the pre-conference and conference, I was available for day-to-day logistics and troubleshooting assistance. I also introduced one of the conference keynote speakers, Coach George E. Rice III.

Working on a team with two orientation coordinators, two other NODA interns, and 24 Orientation Leaders (OLs), my orientation day duties mostly consisted of supervising and coordinating the logistics team, making sure all rooms being used were ready for the orientation sessions and problem-solving if necessary. As the Orientation Leadership Program (formerly the Peer Leadership Program) intern, I was also in charge of OL schedules and logistics for the whole summer. Before orientation started, I also led training sessions about diversity in higher education as well as issues of college access and success.One of the more notable projects I took charge of was creating an assessment of the Orientation Leadership Program and presenting the results to supervisors and my summer course instructor. This experience counted towards practicum academic credit at Marquette University.

After graduating college, I served two terms of AmeriCorps service as a college coach, guiding low-income students to and through college. I acted as a mentor and resource for up to 165 college students, providing moral support to students as they went through academic, financial, social, and personal challenges on their college paths. Along with general support, I also helped my students navigate processes such as college enrollment, transferring, financial aid, registration, finding resources on campus, etc.College Possible is a very results-driven and goal-oriented organization, to which I contributed significantly by accomplishing yearly college coach goals of 90% FAFSA renewal (2015-2016) and voice-to-voice contact with 90% of my enrolled students and 50% of my unenrolled students (2016-2017).I also took on leadership roles as a student recruitment team lead and FAFSA renewal campaign lead. As the only second-year college coach in 2016-2017, I acted as a mentor and role model for a growing college coach team.

After attending Camp Manito-wish YMCA for four years as an in-camp camper and two years as an Outpost participant, I spent five summers working at the camp holding various roles.Boys' Camp Counselor: Summers 2012, 2013, 2015As a Counselor, I was responsible for the leadership development and personal growth of ten boys between the ages of 10 and 13. In addition to facilitating in-camp activities, I also planned wilderness trips for my campers, co-leading 3- to 5-day canoeing and backpacking trips with five participants.Girls' Camp Kitchen Staff: Summers 2012, 2013, 2014On K-Staff, I performed basic kitchen chores, including meal prep, dining room setup, and dishwashing. I assisted other less experienced K-Staff in 2013 and 2014.Boys' Camp Tripping Assistant: Summer 2011As a TA (now called Tripping Co-Leader), my primary responsibility was to co-lead 3- to 5-day canoeing trips with Counselors. Campers were in groups of five between the ages of 10 and 14.

For Anthropology internship credit, I performed a cross-cultural analysis of the after-school programs at each Urban Ecology Center and produced a non-academic 28-page report of the findings for the UEC. In the process, I assisted in the supervision of the Young Scientists Club at each branch. The report was selected for the the Spring 2015 Undergraduate Research Award in the Department of Social and Cultural Sciences.

For one semester, I worked as a Spanish tutor for two Upward Bound high school students and one college student through Marquette's Educational Opportunity Program.