Collaborative & Technical
“Give what you have. To someone, it may be better than you dare to think.”
Henry Wadsworth Longfellow
Henry Wadsworth Longfellow
Education LLC Office Assistant Portfolio
For five weeks during Spring 2016 I worked as an Office Assistant for Baylor’s Education Living-Learning Center. In this position, my largest projects were formatting and drafting the LLC’s end of the year report and developing a resident engagement point system. I also edited and consolidated the LLC advisor and leadership council manuals, created layouts for a community covenant display, designed flyers for programs and events, updated the community calendar, and created themes for the weekly coffee house event. I am so grateful for this opportunity because I was able to help build and maintain a new Baylor community through my writing.
View the portfolio (pdf).
Copyeditor Intern Portfolio
Professional Writing students at Baylor have to opportunity to complete the course English 4377 - Internship in Professional Writing prior to graduation. Students are required to find and secure an internship with a local organization to develop writing skills and gain non-academic writing experiences. In an effort to break out of the "Baylor bubble," I pursued an internship with Act Locally Waco, where I would be responsible for maintaining a community newsletter and website. As a copyeditor intern, I analyzed and synthesized information from emails and websites, met weekly deadlines, followed a style guide, maintained a Wordpress site, and took, edited, and published photos on Facebook at www.actlocallywaco.org.
At the conclusion of the internship, the students compiled a final portfolio of our work and created a poster presentation. The appendices of the portfolio included contextual statements and examples of both the writing process and variety of written material involved in my role as a copyeditor intern for Act Locally Waco.
Read the appendices (pdf).
In Writing for the Workplace, an upper-level class for the Professional Writing program at Baylor, the class was divided into two teams for the purpose of partnering with a local private school, Live Oak Classical School (LOCS), and creating a grant proposal to fulfill one of the needs of the growing school. Our team, myself and two other students, worked primarily with the Grammar school (Junior-Kindergarten-6th grade) and the Outdoor Education Coordinator. Our grant centered on securing funds from the Whole Kids Foundation to expand the school's urban garden located on the school campus near downtown Waco.
Serving as the Subject Matter Expert for our team, I discovered that finding and selecting funding agencies for a grant requires a significant amount of time and the right combination of keywords in the search bar. Additionally, selecting agencies to apply to required a knowledge and understanding of the goals and values of Live Oak and a grasp of the vision the school had for its urban garden in the context of the Waco community. Overall, the grant writing process enabled me to hone my persuasive, collaborative, and educative writing skills, and I am thankful to have had that opportunity to implement these skills in an undergraduate course.
Read the grant proposal (pdf).
For the Technical and Professional Writing course at Baylor, teams of 4-5 students had the opportunity to collaborate with a student organization to create a researched, practical, and implementable recommendation report. We were advised to partner with organizations that at least one team member was familiar with, so my team utilized my connection as volunteer with Baylor University's Campus Kitchens Project (BUCK).
Every fall, BUCK holds a massive food drive on campus to provide Thanksgiving meals to the homeless in Waco. The organization's success in this drive has grown from year to year because of their partnership with other student organizations such as Panhellenic. However, there is still a portion of our student body that could come together to collect an even greater amount of food: the students (dominantly freshmen) who live in residence halls. Our report outlines a plan for involving this demographic more directly in the food drive.
Read the recommendation report (pdf).