robert ramos

Represented the community center at monthly East Harlem CBO consortiums to strengthen partnerships and share resources Managed the participant intake process by scheduling appointments and ensuring necessary paperwork has been collected Maintained the database on YALP online by inputting participant information and attendance records Tracked participant data for evaluation within program metrics Collaborted with the program's social worker and instructor to ensure participant's needs are being addressed in a timely manner Organized the payment process for participant stipends and incentives Promoted the program by conducting extensive outreach strategies Tripled the enrollment of participants over the course of six months Coordinated events for participants such as college tours, CPR training, and volunteering opportunities

Updated the library’s pre-HSE class standards by aligning the classes to the core curriculum standards seen in junior high and high school. - Worked on a curriculum developing team and incorporated new, higher level reading material complete with writing projects, homework questions, and lesson plans for teachers to meet the standards seen on the TASC. - Taught 2 classes, each running for a twelve week cycle, focusing on developing literacy and numeracy skills to pass the TABE exam. - Achieved over 90% of students having NRS numeracy and literacy gains in the 12 weeks and over 60% of students were recommended to an HSE program due to their TABE scores.

* Worked in a multidisciplinary Reading and Writing Center that focuses on helping students with various assignments across the curriculum. * Met with the English Department to ensure the Writing Center knew the current standards of the department and the requirements of the classes student took. * Participated in meetings and shared learning outcomes and effective teaching strategies with other writing consultants and English department staff. * Tutored students one-on-one in a supportive environment that built their confidence in writing and promoted recognition of strengths and weaknesses. * Taught developmental English labs that strengthened students’ test-taking skills required to pass the CUNY Assessment Tests: ACT-Reading and CAT-Writing. * Conducted small workshops that dealt with the written and verbal communication hardships of English Language Learners. * Interacted with professors and program administrators to evaluate student progress. * Assisted the TRiO department by working with students who had learning disabilities.

Worked with four people who were researching methods of instruction and curriculum design in programs funded by the Consortium for Worker Education. The project sought to discover and measure how adult learners' succeed without resorting to standardized tests. - Designed research questions and surveys for distribution to the adult learners enrolled in CWE programs. Supervised participants by sending out emails, answering questions, and facilitating monthly meetings. - Analyzed data in Excel spreadsheets provided by 10 instructors and located commonalities within the information by looking for specific trends along motivational, transformational, and lifelong goals. - Culminated in a research paper: Analyzing Andragogy and Transformative Learning in CWE Programs: An Examination of Workers’ Goals and Motivations.

* Supported teachers during the College Focus program, which was designed to prepare at-risk high school students for CUNY’s Assessment exams: CAT-W and ACT-R. * Collaborated on lesson plans that enhanced reading and writing processes leading to a high pass rate for students in the program. * Developed students’ understanding of test taking strategies by working with them individually and in small groups. * Targeted students’ concerns with test anxiety, time management, and writing sufficient essays for the CAT-W test in group discussions. * Led after-school tutoring sessions in topics ranging from grammar to writing a successful * CAT-W essay.

* Managing an online database that receives requests for books, journal articles, videos/dvds, and other library related materials. * Navigating online journal databases to locate and send requested articles to designated patrons and universities. * Fact-checking and updating requests to ensure accuracy for the item, recipient address, and other pertinent information for transport. * Preparing items for shipment, communicating with patrons through emails and phone calls to solve any problems and answer questions, and handling received shipments.

* Supported teachers during the College Focus program, which was designed to prepare at-risk high school students for CUNY’s Assessment exams: CAT-W and ACT-R. * Collaborated on lesson plans that enhanced reading and writing processes leading to a high pass rate for students in the program. * Developed students’ understanding of test taking strategies by working with them individually and in small groups. * Targeted students’ concerns with test anxiety, time management, and writing sufficient essays for the CAT-W test in group discussions. * Led after-school tutoring sessions in topics ranging from grammar to writing a successful * CAT-W essay.

* Taught collaboratively in four twelfth grade English classes with the supervising teacher in class discussions. * Guided students through the writing process by supplying them with useful advice relating to organizing an essay, supporting a thesis, and developing a unique voice. * Reviewed students’ college essays and personal statements. * Produced assignments, lesson plans, and student evaluations

* Served as a TA in a pilot class called “Introduction to Literary Study”. I worked with a tenured professor who was structuring a gateway class into the English major that would replace another class. The pilot was a success and it is now a required course in the department for any student declaring English as a major. * Engaged students in critical thinking while successfully executing the lesson plan. * Helped students understand complex literary ideas, develop thesis statements, and draft essays. * Facilitated class discussions on Herman Melville's "Bartleby, the Scrivener" and a selection of poems by Emily Dickinson. * Assessed student performance through grading essays and classwork. * Ensured the classroom environment was supportive and encouraged participation.

Participated in an intensive research training program with an emphasis on writing and editing research papers, proposals, and abstracts. Attended bi-monthly seminars on topics ranging from public speaking to research methods across disciplines. Utilized online research databases. Met weekly with faculty mentor to discuss and evaluate research progress. Enhanced analytical and written communication skills, and attention to detail. Wrote a research paper titled "The Symbolism and Lessons of Epic Literature," which was presented at the City College Fellowships Program Ninth Annual Conference in April 2011.

* Provided clerical support to the fundraising department of a public college. Located alumni for fund-raising purposes to solicit direct donations. Mailed invitations to dinners and alumni gatherings. * Fact-checked for accuracy and updated personal records in the computer database and various college publications. * Organized shipments in a timely manner, received packages and delivered them to the appropriate recipients. * Monitored recent donations, inputted data, and processed and updated invoices.