Research Assistant to Prof. William Rubenstein, Newberg and Rubenstein on Class Actions (6th ed.), the leading national treatise on class action law

• Managed, as part of two advising teams, a caseload of over 2000 students pursuing degree objectives in eight humanities/social science departments, acting as primary advisor for all students in the Departments of Spanish & Portuguese and Germanic Studies, as well as in the Latino and Latin American/Caribbean Studies programs• Identified and performed outreach to students experiencing academic difficulty, and provided regular academic counseling and degree planning for both established and exploratory students• Handled all inquiries related to Spanish and German language placement from across campus, developing policies and messaging to increase clarity around language placement for both advising staff and students• Proposed and developed new model for assigning credits to upper-level Spanish electives taken on various university-administered and co-sponsored overseas study programs that retains departmental autonomy over curriculum whilst increasing clarity for students regarding relation of overseas coursework to degree requirements

• Taught a range of target-language courses in Spanish and Catalan at all levels of undergraduate curriculum, in sections of approximately 20 studentsCourses taught: — Introductory Catalan for Undergraduate/Graduate Students — Intensive First-Year Spanish — Third-Semester Spanish — Spanish Grammar in Context (major/minor core course) — Composition & Conversation (advanced major/minor elective; original course design and materials adopted into departmental curriculum) — Introduction to the Study of Hispanic Cultures (major/minor core course; original course materials adopted into departmental curriculum) — Introduction to the Study of Hispanic Literatures (major/minor core course) — Readings in Spanish for Graduate Students (graduate-level reading knowledge course)• Engaged in both long- and short-term planning of day-to-day lesson plans for 15-week courses, designing original instructional materials and assessments• Targeted and scaffolded oral and written feedback in a timely manner to ensure student progress and success• Received consistently superior ratings from both supervisors and students for the clarity and efficacy of instruction; overall student satisfaction (3.9/4.0) ranked consistently and significantly higher than both the departmental (3.5) and institutional (3.4) averages

• Researched and advocated, with Director of Graduate Studies, for professionalization needs of graduate students enrolled in the Department of Spanish & Portuguese• Secured annual funding from multiple University stakeholders to inaugurate the position of Graduate Professional Development Associate, as well as to maintain the position in perpetuity• Conceptualized, developed, and delivered the Department’s Professionalization Workshop Series, a first-ever and one-of-a-kind program among peer institutions consisting of a two-level, year-long professionalization curriculum• Repurposed an under-enrolled Departmental course number and negotiated, on behalf of the Department, with the College of Arts & Sciences to grant graduate students transcript credit for ongoing professionalization activity• Served as a trusted liaison between graduate students, Departmental faculty members, and College administrators amidst rapidly changing career, instructional, and social needs under unprecedented global conditions• Collaborated with faculty members and campus partners to ensure an equitable balance of work and maximum student benefit of monthly professionalization sessions; held biweekly meetings with credit-seeking students• Named by Dean of College as one of five students to serve on special working group for PhD student retention

• Offered expert writing consultation to students at all levels of the University, from remedial composition courses to doctoral dissertations, in multiple languages• Empowered English language learners to succeed in academic writing through one-on-one tutoring sessions• Dialogued with students at all phases of writing process, including initial consultation on assignment expectations, outlining, strategic planning, and ongoing incorporation of written feedback• Developed training sessions for fellow tutors on tutoring personal statements in order to better accommodate an influx of student needs, and visited classrooms in various disciplines to give basic introduction to WTS services

I was selected as 1 of 5 sophomores (and 1 of 15 students total) at Illinois Wesleyan University to participate in the Community Partnership Program Internship. Funded by State Farm and organized through Illinois Wesleyan University’s Action Research Center, this unique program allowed me to gain corporate experience working at State Farm three days per week, as well as community-facing experience by working as a Spanish-English medical interpreter at the Community Health Care Clinic in neighboring Normal, IL, two days per week.At State Farm:• Created, with another full-time English-Spanish translator, the first iteration of the common term database used to translate all customer-facing print and web copy from English into Spanish• Compiled, from existing databases and stray documents, an initial file of over 10,000 line entries, ranging from technical terms to common expressions, and consolidated database to approximately 4,000 line entriesAt CHCC:• Provided vital in-person Spanish-English medical interpretation for monolingual uninsured community members, who made up approximate a third of the Clinic’s caseload• Performed basic office duties and assisted full-time staff in facilitating medical care for all Clinic patients, including the handling of confidential information and medications

As a college freshman, I began to volunteer at The Immigration Project, handling basic legal tasks under the supervision of a small full-time paralegal and attorney staff, as well as occasionally performing client intake interviews and practice immigration interviews with clients over phone and video call, in both English and Spanish. I was offered a dedicated internship for the first semester of my sophomore year, during which I worked closely with one paralegal and one attorney to develop a process for preparing and sending applications for the then-new Deferred Action for Childhood Arrivals program. Working with this established non-profit immigration law firm, the only one of its kind in a service area of 80 Illinois counties south of I-80 (that is, outside of the Chicagoland area), I helped to send some of the first DACA applications in the state in late summer 2012. I also helped to organize a full-day free legal clinic for area applicants later that fall.