Teaching Questions in Architectural History I during Fall 2024 semester to Master of Architecture Students at the Columbia University Graduate School of Architecture, Planning and Preservation.

• Crafting tailored end-to-end web and digital product strategies to achieve complex charity and social enterprise business goals• Driving organisational and social change by implementing user-centric digital strategies into our clients' business strategies• Uncovering insights through quantitative and qualitative user research to drive impactful digital solutions that drive digital innovation.

• Delivering research insights that inform cross-functional strategy and product deliverables in customer experience projects for blue chip clients• Uncovering valuable sources of information and conducting quantitative and qualitative research and analysis to reveal new profitable insights for clients• Contributing proactively to project direction and new business propositions by sharing informed thoughts, opinions, briefs, and ideas based on written research

The Peggy Guggenheim Collection Internship Program is designed for students and recent graduates in art history who are interested in gaining a) first-hand experience of how a museum is run and b) familiarity with an important collection of modern art. Duties include supporting visitor services (managing galleries during opening hours to the public, assisting visitors, staffing the ticket office, cloakroom, and other museum facilities); the education department (presentations to the public, guided tours, and workshops); external affairs (participation at institutional events and inaugurations), and the exhibitions office (editing short texts and assisting with research).

• Worked closely with Amasia partner, Ramanan Raghavendran, as a researcher and writer for a book manuscript, titled In Our Hands, which focuses on topics at the intersection of climate change, sustainability, and venture capital• Co-led the company's global recruitment process for Fall and Spring Research Fellows and was responsible for the company's outreach efforts

• Independently curated the ’19 Fall, ’20 Winter and ‘20 Spring Curricular Connections guides, which are quarterly publications that faculty at the university relies on to thematically link the art center’s programs, performances, and events with Dartmouth's class offerings• Planned and ran multiple residency and performance events for world-class artists and provided post-residency student perspectives/analytics on programming, inclusion, and community outreach• Maintained and wrote segments for the weekly Arts newsletter with art reviews, event spotlights, and engagement opportunities specific to the Higher Education realm• Assisted in the development of a Hop@Home arts engagement program for the Summer of 2020 where my skills in event planning, outreach, and inclusion were required to create a virtual space in which students could interact with the arts despite Covid-19-imposed access barriers

Assistant Teacher of Italian 011 (Intensive Italian), and Italian 002 (Introductory Italian). Responsible for working closely with the class professor to plan and individually deliver four 50-minute Rassias method “language drills” per week that build upon grammar, vocabulary, and speech proficiency gained from lecture

As a member of the Presidential Scholars program at Dartmouth College, I gained the opportunity to perform research in Art History with Professor Nicola Camerlenghi. I worked on the Mapping Rome project, a national research venture spearheaded by Dartmouth College, Stanford University, and the University of Oregon. My duties included using Computer-Aided Design to model church bell towers and defensive towers, implementing models into a virtual environment of 15th century Rome using Geographic Information Systems, and translating medieval Roman architectural and literary documents from Italian to EnglishThe James O. Freedman Presidential Scholars Program was initiated in 1988 and provides opportunities for juniors to work as research assistants with Dartmouth faculty. These opportunities are intended to prepare students for undertaking Senior Honors Programs in their major departments. The research opportunity is available only to rising juniors who have attained a GPA in the top 40 percent of their class at the end of the fall term of their sophomore year

I lived in a co-educational first-year dormitory and was responsible for 27 residents. During a week-long training retreat in August 2017, I was trained as a UGA to promote health and wellbeing; facilitate community solidarity through weekly floor meetings; forge meaningful relationships with residents; foster learning and development of residents through shared experiences, and exemplify leadership, compassion, and empathy to help residents navigate their freshman year at Dartmouth

• Provide campus tours to prospective students• Advocate for Dartmouth College• Answer questions about the college• Extensive knowledge about Dartmouth's curriculum and history required

As Staff Writer for The Dartmouth, America's oldest college newspaper, I wrote weekly sections in the 'DartBeat' online segment of the newspaper, which focuses on humor, satire, and creative writing of both fiction and non-fiction. Dartbeat stories are popular on social media and bring the Dartmouth community closer by appealing to common campus experiences

• Screened, annotated, and reviewed 20 client cases per week and authorized case handoffs to management, ensuring that unsuitable cases were analyzed, reorganized, and returned to clients for further revisions• Formalized and re-formatted 1000+ document folders on Cloud Station Drive to streamline workflow and increase office accessibility to client information• Transformed and standardized strategic project timelines for 40+ clients to make sure 100% of deadlines were met one week in advance for final data reviews • Facilitated intra-office understanding of staff workflow through expansion of monthly independent presentation model by creating and delivering 8 presentations to management on client progress in an eight-week time period

• Led a team of 9 seventeen-year-old high school students during 2 weekend-long London residentials (an introductory residential to US higher education and an ACT admissions test residential) and a week-long residential at the Massachusetts Institute of Technology• Provided peer advice and mentorship to prospective college applicants• Reviewed admissions essays and extracurricular lists and gave constructive feedback• Delivered speeches on the importance of extracurricular involvement, alumni interviews, and strategic college applications to audiences of 150+ prospective college applicants