• Collaborated with key stakeholders to create and execute immersive professional development programming on post graduation job searches and placements; attracted cohorts of 30-40 attendees per event/program • Designed an online resource library via Canvas containing 7 modules that provide free, 24-7 access to career tips, videos and websites, and hands-on exercises • Built online professional development curriculum via Canvas for managers to import 6 ready-made modules into existing staff training• Developed the Diversity, Equity & Inclusion (DEI) Series, the first organizational-wide initiative of panels, keynote speakers and interactive workshops helping students and employees build skills to navigate a global job market • Published Academic Impressions article, “How One institution Launched a DEI Plan Without a DEI Office”, as a resource for 10,000+ professional association members across U.S. and Canada • Mobilized the First-Generation Task Force, collaborating across departments to coordinate support for first-generation students; co-designed website for centralized access to academic, financial and career resources• Provided one-on-one career coaching, in-person and virtually, to students, graduates and job-seeking staff/faculty across 3 campuses (200+ in the 2020-2021 year) • Supervised and trained interns on document reviews and advising strategies, and tactics for driving social media engagement • Served as a subject matter expert for staff/faculty to enhance impact of their coaching conversations with students; consult with employer partners to expand diversity pipelines of internship and full-time career opportunities • Performed data collection activities, such as preparing and distributing assessments, surveys and qualitative feedback; compile results to measure program outcomes and improve processes • Researched industry trends to generate talent and learning content, and develop awareness of DEI workplace trends

• Conducted individual advisement sessions to guide students and alumni across 10 academic departments in identifying and pursuing career goals• Served as liaison to student organizations and Student Senate to deliver skill-based, pre-event workshops and integrate career-focused activities into their programming• Designed and managed content for 6 Career Course modules via Canvas, broadening the scope of student outreach and accessibility to an array of career and job search topics• Spearheaded events and programs educating international students on tactical strategies for finding internships and full-time work in the U.S. and abroad• Pooled support from faculty and staff within Teachers College and across Columbia University to centralize programs helping PhDs/EdDs/postdocs transition into the academic job market and explore alternative-academic careers• Collaborated with diversity-focused student groups, faculty, and staff to develop resources and execute events surrounding issues of race, gender, sexuality and personal wellness in the U.S. workforce• Managed social media platforms and develop online initiatives enhancing Career Education’s visibility among students, alumni, faculty, administrators and employers

• Conduct career document reviews to offer professional and relevant feedback on resumes, cover letters, curriculum vitae, and other related documents for students and alumni• Provide individual half-hour career counseling appointments for students and alumni from 10 academic departments, guiding them through the career development process and helping them attain the skills and resources needed to achieve their goals• Collaborate with academic departments and student organizations to develop and coordinate career-related programs specific to their needs and areas of interest, including workshops, job search panels, and career fairs• Research general and industry specific career trends, identifying and creating a comprehensive database of helpful resources for students on career-related topics, such as document writing tips, interviewing, and networking

• Served as a teacher’s aide and assisted the head teacher with implementing daily classroom activities• Practiced positive discipline techniques to promote the development of children’s self-perceptions and prosocial behavior• Constructed an enriching learning environment that embraced individual differences • Encouraged children to be independent thinkers in order to enhance self-help skills• Attended to safety and children’s needs on the playground and redirected problem behavior or activity

• Assisted the head teacher with managing classroom behavior and implementing daily classroom activities • Applied learned educational principles to create effective learning activities, encouraged student participation, and challenged children’s abilities • Recorded real time observations of children at play, monitored their progress along different developmental domains, and generated outcome reports • Researched the New Brunswick community and explored the implications of socioeconomic inequalities and multiculturalism in educating youth• Discussed relevant issues in staff meetings to develop a mentoring relationship and a professional network with co-workers• Assessed the organizational structure and efficacy of the Head Start program

• Assisted student-athletes in understanding course content in Statistics and Psychology, encouraged student-athlete’s ideas, and promoted independent learning• Upheld a professional relationship with student-athletes and maintained confidentiality regarding their academic situation• Attended tutor training workshops to create optimal learning experiences for student-athletes

As a public service mentor for The Collaborative Center for Community-Based Research and Service Program at Rutgers University, I empowered low-income Latino students in New Brunswick Middle School to overcome college access obstacles that poverty and social inequality place in their path through the program, Advancement Via Individual Determination (AVID). • Guided students in developing organizational, study, and academic behavioral skills that are essential to success in rigorous college coursework• Served as a role model and assisted at-risk youth in imagining different possibilities for their future• Encouraged students to ask probing questions and engage in critical thinking• Created strong mentor-mentee relationships and a positive peer group for students• Improved the self-images of at-risk youth and helped them become successful leaders and role-models for other students