• Edited communications sent to thousands of students across Australia• Improved clarity of communications to minimize student confusion and need to contact the Transitions team• Collaborated with Program Managers to create new message templates for future use

• Acted as liaison between Education, Health & Community Services faculty and students undergoing course transitions and updates• Handled student enquiries via phone and e-mail; defused frustrated students and found solutions to the problems they encountered as a result of the changes made to their course• Ensured communications sent to students from Officers were individualized and conveyed accurate information• Worked closely with Student Support and Learning Support teams to provide a positive student experience

• Revised training documents for future Admissions Officers, focusing on improving clarity and more effectively communicating processes• Began writing and compiling Admissions training manual with head Training & Development Officer • Ensured prospective students met admissions criteria, resolved problem enrolments in conjunction with faculties, briefed other staff about student eligibility and Admissions procedures and requirements• Handled student enquiries via phone and e-mail• Performed necessary compliance checks on prospective students, including disability checks, English checks, citizenship checks, guardianship checks

I tutored at two Berkeley College campuses (Woodland Park, NJ and Paramus, NJ) as well as online using Microsoft Lync software. I specialized in English & Writing, but assisted students in numerous other subject areas as well (including business, fashion, interior design). Sessions were one-on-one and lasted 45 minutes, during which time I sat with students either face-to-face or online to help them improve their writing abilities and essays.

(Note: My original title for this position was "Graduate Assistant"​; I only became a "Writing Consultant"​ once I finished my MA program, but my responsibilities were the same in both roles.)As a consultant for the Montclair State Center for Writing Excellence, I worked one-on-one with Montclair State students, faculty, staff, and alumni to improve their writing abilities and analytical skills during 25- or 50-minute sessions. I attended weekly professional development meetings throughout the Fall and Spring semesters and received training to work with a variety of writers, including multilingual writers and writers with disabilities. I aided in developing and conducting writing workshops for the Montclair State community as well as the local community (including workshops for Edison High School and a summer program for the Little Falls library).I was also responsible for general CWE upkeep, including occasional front desk management and social media updates on Facebook and Twitter, as well as content and graphics design for the CWE website. I also helped edit/proofread articles for Business Communication Quarterly, which is published through Montclair State. I was also responsible for "downtime projects" such as writing entries for the CWE blog and keeping up-to-date with research in the field.

I taught a section of GNHU285 (Classical Mythology) during the Spring 2015 semester. This class satisfied a General Education requirement and the university graduation writing requirement. I was responsible for introducing a class of 32 students to Classical mythology, from the characters and stories to the larger significance of the subject in a global context. I emphasized the importance of building critical thinking skills in a literary and social context and helped students build these skills through weekly class discussion and “journal” entries, which I graded according to a rubric. Students took a midterm and a final exam, conducted research and wrote a paper based on that research, and were also able to complete extra credit projects.

I was Bob Wiltfong's (http://bobwiltfong.com) social media manager for a short time (my professional tenure lasted about the length of his time as the Nationwide Insurance spokesman, though I'd spent a couple of years prior to that voluntarily maintaining a fan website for him). I was in charge of maintaining his online presence on various social networks, including Facebook, Twitter, Tumblr, YouTube, MySpace, and others. I posted updates and created graphics to help promote his work.

As a greeter for the CWE, I acted as a liaison for the center and our clients. I answered phone calls; helped students, faculty, and staff schedule appointments; greeted everyone who entered our space; alerted consultants when they had an appointment coming in; and helped with general center upkeep.

I worked with students from Dr. Aditya Adarkar's Reading Asian Cultures (GNHU217) class to help them improve the papers they wrote for that specific class. I emphasized fixing the overall focus and clarity of the ideas presented in their papers and also did some minor grammatical editing to help further improve clarity. I was handpicked by Dr. Adarkar (as was one other student) to fill this role and received training from the Center for Writing Excellence.

During my time as an intern at the Late Late Show, I completed tasks that ranged from running scripts for the day to buying Jimmy Fallon a birthday card. I did a lot of the usual intern "stuff," like going on coffee runs in the morning (or afternoon), helping catalog old tapes of the show, filing, organizing, and running other errands. However, because I completed this internship for credit as an English major, I also had to write weekly journal entries reflecting on my experience and had to write a research paper on the show itself at the end of the semester. I also wrote two fake sketches, which I had to submit to the show's writers.Alongside the other interns, I helped put together daily packets for the writers. I developed a new system for us and the writers to use that had a much more streamlined look; the packets included the day's headlines, birthdays, and "events" of the day (e.g. National Donut Day) that they could potentially use for material for that day's cold opening monologue.

I filed, collected and delivered mail, received purchase orders, and completed tasks as assigned by my co-workers. My original "summer project" was to organize all of the retiring boss's files into an easy-to-understand Excel spreadsheet; I completed the task in under a week, which opened me up for opportunities to learn more about how that department runs.

As a member of the OIT tech support team, I answered phone calls and aided students, faculty, and staff with minor problems they were having with their computers (PCs and Macs). Most often, I helped them figure out wireless connectivity problems, e-mail problems (including setting up e-mail on their mobile devices), identifying and removing viruses, and accessing (either downloading or running, or sometimes both) software.

I worked as Stage Manager for various Belleville High School productions, including Little Shop of Horrors, The Wiz*, Jesus Christ Superstar*, and their 2009 talent show*. My duties included assisting the director by relaying messages and marking the script/taking notes, calling cues, rounding up the actors and stage/tech crew (50+ students), and keeping an accurate attendance record.*Denotes professional work.

This was a work study position. In this role, I tutored K-3 students in the Montclair Public School system to help them reach the required reading level, and tried to foster in them a new appreciation for reading.