Emily Ross Email and Phone Number

Working in the community, I assess clients and prescribe and implement an appropriate active rehabilitation program to assist in the recovery of soft tissue injuries and cognitive effects from motor vehicle accidents.

To assist in the requirements of running a successful dance studio, I functioned in several roles. I have completed secretarial duties such as answering the phone, cleaning the studios, and communicating with dancers and parents. Currently, I work as a multi-disciplinary substitute dance teacher; this involves planning and conducting lessons in various disciplines, including jazz, tap, ballet, and hip-hop, among others. The students range from toddlers to teenagers, so ensuring lesson plans are developmentally appropriate for their cognitive and musculoskeletal stage of life is a key component of this role. I also lead backstage in productions as a stage manager. My role is to ensure that all members of a given performance number are backstage and ready to perform. I coordinate stage entrances and exits, cue and manage music and lights, move props, do last-minute hair and costume fixes, and help to calm the nerves of those who are less comfortable performing.

The SLG program targets challenging courses. My role as a mentor was to assist in training new and returning leaders in their facilitation skills. I planned and lead pre- and within- semester training, and attended leader's learning groups to give specific feedback to help them improve student learning. I also assisted in the hiring of leaders.

My role as a peer tutor was to provide tailored one-on-one tutoring sessions to students. Kinesiology, biology, and psychology students would bring in course material for help with content understanding or to be quizzed by me. Students of all disciplines would bring papers for grammar and citation assistance.

The SLG program targets challenging courses, such as human anatomy. After taking the course and undergoing training for facilitation skills, I led weekly collaborative study groups covering content from first year anatomy. My role was to help students succeed in this course; I did this by creating practice resources, worksheets, and mock exams.

After completing NCCP training, I coached ages 2-14 in gymnastics classes of various sizes. I planned and conducted lessons, choreographed routines, interacted wth parents, and attended competitions. I incorporated age and stage-appropriate physical literacy skills and discussions around body positivity aimed at facilitating a love of movement.

In addition to making custom drinks and preparing food items, my role as a barista involved improving customer experience in other metrics; these included cleaning bathrooms and the facility, supporting other baristas, and engaging in conversations with the the customers.