I currently work as a Recruiter in the Life Sciences & Biotech industry, supporting the recruitment efforts for clients selling and launching new/innovative medicines. My primary focus is recruiting pharmaceutical sales representatives and account managers.

As a Hall Director, I've had the opportunity to supervise multiple residence halls ranging from about 300 - 1000+ residents. With this, comes the supervision of multiple student groups, advising student leaders, managing student conduct cases, and facilitating the day to day operations of the residence halls. This also includes partnerships with offices, resources, and academic partners that enhance the residential experience. I am also proud of my additional duties where I have Chaired our Academic Initiatives Committee, helping to lead retention initiatives and expanding our knowledge about the work of our campus partners and resources. I've additionally co-Chaired our Training Committee, helping to revamp our lesson plans, re-create our mid year-hire training guide, and plan and schedule all aspects of our upcoming paraprofessional training. I've also been excited to supervise a multiple graduate students and teach ESHESA 2576 - Leadership for RAs, the Resident Advisor preparation course. This year, I am Chairing our Senior Staff Committee, working on a wide range of projects including recruitment, selection, training, and development.

As a Housing Facilities Intern, I work alongside the Director and Associate Director of Housing and Dining Maintenance at Clemson University. My major project for the semester is creating a master spreadsheet inventory of keys assigned to employees for Housing and Dining. This includes our Residential Living and Residential Learning staff, custodial and maintenance staff, and our partners in Aramark and dining as well. The inventory will address a major need to create a log of keys that provide access to our facilities and who is in possession of them. In addition, I have shadowed meetings for a residence hall renovation feasibility study, worked with maintenance technicians to see the process of building inspections, and attended site meetings for future project planning.

In year one of my role as a GCD, I utilized a co-supervision model to supervise a staff of 21 Resident Assistants while managing operations in the Core Campus community via key audits, room changes, and maintenance follow-up. In addition, I facilitated outreach for residents of concern using the CARE network and served as a conduct officer in partnership with the Office of Community and Ethical Standards. As a GCD, I also participated in a weekly on-call rotation to respond to crises. I also played a role in providing training through the Resident Assistant Leadership Institute, RA Orientation, and weekly staff meetings. I promoted personal development through individualized one on one meetings with Resident Assistants. Finally, I empowered Resident Assistants to enact the Residential Experience Model in daily work to foster positive and educational living environments. In year two, I am fortunate to have the experience of opening up the brand new Douthit East Community, Clemson's newest residence hall. Here, I continue to manage tasks that I was responsible for in the my first year, but now in a new community. In Douthit East, I now co-supervise 29 Resident Assistants and also work in partnership with the CUBS Living Learning Community for Clemson undergraduate business students.

As an Academic Advising Intern, my primary role was advising students who were interested in the Health Science and Nursing majors at Clemson. These are competitive closed majors that as a result require an application process. I advised students about the curricula for each major in addition to having conversations about what the major change process entails. As part of this advising process, I was able to coach students through career exploration to consider their long term plans in the major change decision. Parallel planning was also crucial for my students because having a purposeful backup major was a necessity. I used the EAB/SSC Campus system to keep notes on students to communicate to their primary advisors about the conversations I had with their students. Overall, it was an exciting experience to work with a diverse pool of Clemson students as well as potential transfer students, students in the military, and students enrolled in the Bridge to Clemson program. A student's academic success team is vital to their Clemson experience, and I was happy to be a part of it for dozens of students in the Fall semester.

In my E-Learning and Technology Practicum experience, I was able to enhance my competency with technology as it relates to student learning. My focus was enhancing training materials and processes for our Resident Assistants. Projects I worked on include: producing and filming a mock incident response video, creating instructional Camtasia videos about how to write Incident Reports, hosting workshops to teach our professional and graduate staff about platforms such as Adobe Spark, Camtasia, Kahoot, and Peardeck, and creating sample lessons to teach methods of content delivery using these technologies. This was an exciting experience because my work was used to train every RA on campus.

As an RA, my main goal was to implement the Residential Curriculum to emphasize interpersonal skills, wellness, global citizenship, and academic engagement within the residential community. I also enforced housing policies and procedures in addition to managing crises in the building in order to ensure a safe and productive environment. Furthermore, I collaborated with staff to create programs and events for residents. During my third school year as an RA, I also served as the Residence Life Mentor for my community, which required me to lead my staff in different capacities. I also had the opportunity to deliver a 50-minute presentation during RA training.

As the Family Program Intern, I supported the oversight of the Orientation Family Program and Transfer Orientation as well, making sure that the sessions were running smoothly and issues were resolved. I assisted in supervising the Family Leader team, facilitating training, and leadership development. One of my first tasks was to create and conduct interviews and selection for multiple student leader teams within the office. Additionally, I orchestrated team building activities for the annual all-staff retreat, served as a senior staff member on call for our first-year student overnight experience, and I had the opportunity to present a 15-minute presentation to each session of about 300 students.

As a Family Leader, I coached and mentored four Orientation Team Leaders through their experience. This required me to facilitate leadership development and personal coaching sessions. During Orientation sessions, I worked closely with parents and family members of new USF students teaching them about the University. Additionally, I created, facilitated, and presented discussions and presentations on critical college transition related topics.

As an Orientation Team Leader, I was selected to lead groups of incoming USF students through the first year orientation program as part of a 30 member team. I operated on a strict schedule delivering crucial transition information to new students and served as an educator and mentor to new students through facilitating small groups. Additionally, I improved skills in public speaking and critical thinking through working with expansive and diverse crowds.