[{"id":64,"date":"2022-04-30T23:50:35","date_gmt":"2022-04-30T23:50:35","guid":{"rendered":"https:\/\/edspace.american.edu\/rr0843a\/?page_id=64"},"modified":"2022-04-30T23:58:17","modified_gmt":"2022-04-30T23:58:17","slug":"final-leadership-reflection","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/rr0843a\/final-leadership-reflection\/","title":{"rendered":"Leadership Reflections"},"content":{"rendered":"

Reflection on Leadership Growth<\/strong><\/p>\n

Robert Roseman<\/p>\n

Throughout my time at American University, my experiences and perceptions of leadership have changed. My formal leadership education had been fairly well established when I arrived at American, but the practical aspects have continued to be developed. Growing up leadership was something that I was constantly surrounded by. As a boy scout and later an Eagle Scout, I participated in leadership trainings and can truly claim that this was where my leadership experience began. From planning campouts, to organizing the entire troop, I was tasked with many challenges and had to successfully lead the rest of my troop to come to the best possible consensus. In this role I had to manage the other scouts as well as work with the adult leaders to understand their perspectives and take their advice into consideration. In high school, I was selected to join the Parish Episcopal School Leadership Institute where I was taught the foundational methods and theories behind different leadership styles. This program also enabled me to create a leadership project and drive it through completion.<\/p>\n

As soon as I decided to attend American University, I saw the application for the SPA Leadership Program and knew that it was something that I needed to participate in. It was the natural continuation of my leadership journey and would provide a more expansive leadership education, the ability to work with many of my peers, and work on projects that would create a real community impact. This experience has been wonderful. The people I have worked with and gotten to learn alongside have provided me with incredible experiences and background. At the same time, I have been able to apply what I learn in the classroom to my work experiences and extracurricular activities.<\/p>\n

I have been very lucky to find internships and jobs that push me to become a better person and provide me with unique challenges that I must face and overcome. During my sophomore year of college, I had the opportunity to work on the government relations team at the Jewish United Fund of Chicago. Through this experience I realized that there were ways to positively impact a community through using a collective voice for change. Within this role, I learned how to share critical messages with key policy makers and organize groups to best share perspectives in order to motivate those same people. Following that opportunity, I realized that I wanted to have an experience in the business field. I applied for and received an offer to become a policy fellow with Schneider Electric. Having worked in this role for a little over a year at this point, I have been challenged in ways I never thought possible. The opportunities for growth have been enormous and the payoff has been immense. I am going to continue working with Schneider Electric and hope to be able to make the world a better place by using the business voice for clean energy and sustainability effectively.<\/p>\n

College has not been what I expected. The pandemic forced us to miss many of the experiences that I should have had, and I have had to grow up faster than the usual person. With all that being said, I am incredibly happy with the growth that I have had and am genuinely excited for what is to come in the future. I know that my experiences in the SPA Leadership Program will serve me well and provide me with a strong leadership foundation which I can build upon in future endeavors.<\/p>\n

 <\/p>\n

Reflection on SPAL Program:<\/strong><\/p>\n

Robert Roseman<\/p>\n

The SPA Leadership Program has continually challenged me and forced me to be a stronger leader. In the first year of the program, I was placed in a group with five other strong and talented leaders. Since we were all strong leaders with loud voices, it was difficult at first to understand what role each of us should play and how to minimize the challenges that our group faced. We each had different strengths and overtime had to understand and build upon those strengths while allowing others to act on the things that we were not as proficient at. This was a steep learning curve, but provided me with incredible lessons about working with a group and enabling everyone to feel heard.<\/p>\n

At the backbone of the leadership program is the classroom education. Through interactive activities and lectures, we were taught essential leadership skills and tactics. We listened to case studies, both positive and negative, and worked through what each leader did well and how they could improve. These seminars enabled me to gain a greater understanding of how and why I do what I do and how I can build upon the actions that are beneficial for strong leaders. The key leadership methods that have stuck with me are those of transformational leadership and authentic leadership. For me, these are incredibly powerful and important tools to fostering a positive community and ensuring that those around you feel enabled to be their best and true selves.<\/p>\n","protected":false},"excerpt":{"rendered":"

Reflection on Leadership Growth Robert Roseman Throughout my time at American University, my experiences and perceptions of leadership have changed. My formal leadership education had been fairly well established when I arrived at American, but the practical aspects have continued to be developed. Growing up leadership was something that I was constantly surrounded by. As […]<\/p>\n","protected":false},"author":2915,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-64","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages\/64","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/users\/2915"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/comments?post=64"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages\/64\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/media?parent=64"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":19,"date":"2019-08-22T16:54:53","date_gmt":"2019-08-22T16:54:53","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=19"},"modified":"2020-12-05T03:54:07","modified_gmt":"2020-12-05T03:54:07","slug":"work-sample","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/rr0843a\/work-sample\/","title":{"rendered":"Work Sample"},"content":{"rendered":"

 <\/p>\n

<\/h3>\n

Context<\/h3>\n

In my Public Policy class during the fall, 2020 semester, I focused on mental health. Below you will find a copy of my policy memo that I wrote on the topic of mental health for that class.<\/p>\n

To: United States Department of Education<\/span><\/p>\n

From: Robert Roseman<\/span><\/p>\n

Subject: Implement Comprehensive Mental Health Education in Schools Nationwide<\/span><\/p>\n

Date: 17 October 2020<\/span><\/p>\n

Introduction<\/b><\/p>\n

Suicide is the second leading cause of death amongst people ages 10-34 in the United States. The mental health crisis that has been brewing in our nation for decades is reaching a breaking point. Over the course of the past two decades, the rate of suicides in the United States has risen at an alarming rate. The only way to curb this frightening pandemic that our nation is facing is to institute comprehensive mental health education in every school across the country. Comprehensive mental health education would decrease the stigma associated with mental health while training students and educators alike to notice the warning signs associated with mental health crises and challenges. The Department of Education must ensure that mental health education is a priority in our educational institutions.\u00a0<\/span><\/p>\n

Rapidly Rising Rates of Mental Health Crises in the United States<\/b><\/p>\n

Across the United States, the rates of suicide have been increasing dramatically over the past twenty years. Focusing on the twelve-year span of 2006-2018, the suicide rate increased by 2.1% per year. Simultaneously, the suicide rate rose from 10.5 per 100,000 U.S. standard population in 1999 to 14.2 in 2018.<\/span> At the same time that rates of mental health concerns are rising in the United States, 75% of schools reported that inadequate funding limited schools\u2019 abilities to provide mental health services to students. In addition, 64% of schools reported that inadequate access to licensed mental health providers limited schools\u2019 abilities to provide mental health services to students as well.<\/span><\/p>\n

The Department of Education has begun to provide limited resources to school districts in order to expand its mental health services. In 2019, the Department of Education created the Mental Health Demonstration Grant program which awarded $11 million to 27 state education authorities in order to provide more funding for school-based mental health providers.<\/span> While the distribution of this money can provide more mental health resources to a few localities, it does not provide anywhere near sufficient resources to tackle this nationwide crisis.\u00a0<\/span><\/p>\n

Since children in the United States are not receiving the mental health education and support that they need early enough, the crisis continues to affect individuals well into college and young-adulthood. The burden of mental health education and intervention is being shifted from local schools to colleges, universities, and even the criminal justice system. Colleges and universities are facing students with undiagnosed and untreated mental health conditions. Between 1992 and 2002, visits to the counseling center at 11 large Midwestern universities had risen 42%.<\/span> Colleges and universities are not the only institutions being confronted with large populations of people who are dealing with undiagnosed and untreated mental health concerns, though. Studies have shown that up to 70% of youth in the criminal justice system have mental disorders.<\/span> Local schools are failing our young people and forcing other institutions and systems to treat people with mental disorders.\u00a0<\/span><\/p>\n

Methods to Infuse Mental Health Education in Schools<\/b><\/p>\n

Schools must infuse mental health education amongst the educators themselves, the students, and community partners. There are three primary ways that schools should disseminate mental health education. Through the implementation of Mental Health First Aid programs, the Hope Squad, and Positive Behavioral Interventions and Support, schools will be able to more effectively address mental health concerns. These programs have been shown to be effective in educating students and teachers as well as in minimizing the rate of mental health concerns. In addition to the benefits that these programs have for educators and students, they also bring together community mental health organizations to share expertise and participate in these critical advancements.\u00a0<\/span><\/p>\n

Mental Health First Aid (MHFA) is a relatively new training that provides teachers and educators with the knowledge to be able to effectively provide front-line, temporary support to students who have shown signs of mental health struggles. The Rand Health Quarterly provides significant insights into the promising success that Mental Health First Aid can have. In a review of a number of different studies of Mental Health First Aid, the authors found that \u201c<\/span>MHFA appears to be useful in improving mental health knowledge and reducing stigma across most target populations.\u201d They also recognized that MHFA was \u201cassociated with self-reported increases in providing help to others with mental health needs.\u201d<\/span> While there are limitations with the efficacy of this program in regards to ethnic minority groups, when used in conjunction with other mental health education programs this program can help to minimize stigma and increase recognition of mental health concerns.\u00a0<\/span><\/p>\n

In addition to educators being trained in Mental Health First Aid, students must have access to positive peer role models. The most effective way to institute this is through the implementation of Hope Squad programs in schools. An article in the journal <\/span>Children & Schools<\/span><\/i> provides statistically significant evidence that Hope Squad programs achieve positive outcomes in the schools that they have been implemented in. The conclusions that they made were that Hope Squad programs improve \u201cself-efficacy in crisis response and increases knowledge of how to help a suicidal peer and understanding of resources that help a suicidal peer.\u201d<\/span> Implementing Hope Squad programs at all levels of schooling can lead to better mental health outcomes not only in the short-term, but also in the long-term mental well-being of the participants.\u00a0<\/span><\/p>\n

The other program that must be instituted nationwide is that of Positive Behavioral Interventions and Supports (PBIS). PBIS is a program that trains educators on ways to alter the educational setting through different disciplinary policies and positive reinforcement measures. These policies create positive change in educators which leads to increased positive actions by the students as well. A three-year randomized trial of PBIS policies shows promising student results. Their findings show that Positive Behavioral Interventions and Supports is associated \u201cwith improvements in students\u2019 perceptions of safety at school, an increase in third-grade reading performance, and reductions in office disciplinary referrals.\u201d Such improvements led to a \u201csignificant reduction in students\u2019 need for and use of school based counseling services.\u201d <\/span> Effective disciplinary policies along with positive reinforcements through the implementation of Positive Behavioral Interventions and Supports leads to better mental health outcomes of students.\u00a0<\/span><\/p>\n

Conclusion<\/b><\/p>\n

At a time when mental health crises in our nation are continually rising at increasingly alarming rates, action must be taken. Comprehensive mental health education is the most effective and efficient way to promote positive mental health outcomes and erase the stigma that derives from mental health challenges. The lack of attention that mental health education gets in the American school system leads to long-term negative consequences for students\u2019 well being. The way to address this problem is through mental health education. The Department of Education must make mental health education a priority. The education systems in the United States are designed to prepare students for their futures. When students are facing unrecognized, undiagnosed, and untreated mental health challenges, they are unable to effectively learn and prepare for their futures.\u00a0<\/span><\/p>\n

Monetary resources must be directed to programs such as Mental health First Aid, Hope Squad, and Positive Behavioral Interventions and Supports. Research on these policies must be pursued to gain a better understanding of the benefits that programs like these can have. Nationwide, there must be a mandate for mental health education and awareness to be discussed in public schools. To appropriately address the mental health epidemic that our nation is facing, attention must be directed to educating our teachers and students on warning signs of suicidality and interventions that can be implemented to decrease the rate of suicides in our nation. If our students are our future, shouldn\u2019t we ensure that they have the tools needed to be successful?<\/span><\/p>\n

 <\/p>\n

PDF Version:\u00a0<\/strong>Mental Health Policy Memo\u00a0<\/a><\/p>\n

 <\/p>\n

Context<\/h3>\n

In my Comparative Politics class during the spring, 2020 semester, I focused on social capital and resistance in Venezuela. Below you will find a copy of the paper that I wrote for that assignment.<\/p>\n

 <\/p>\n

What Led to Social Capital and Widespread Resistance in Venezuela?<\/strong><\/p>\n

Over the past ten years, Venezuela has faced immense pressure from resistance organizations and social groups to increase political opportunities and shift the political atmosphere of the nation. There was a breaking point in this time frame in which there was a shift from passive action to widespread protests and violence. Using Tarrow\u2019s article as a foundation, I will analyze the point at which the citizens of Venezuela decided that it was an appropriate time to mobilize and take systematic action. I will look at the economic situation in Venezuela as well as the Core Civil Society Index.\u00a0<\/span><\/p>\n

To understand the political environment in Venezuela, I will provide a brief overview of the recent history of the nation. Two of the most important aspects to understand are the contests for the presidency as well as the wealth of oil in the region. President Hugo Chavez was the leader of Venezuela for nearly fifteen years. He created a legacy of social welfare and was incredibly popular among the poor citizens of Venezuela. Prior to his death, he tapped Nicolas Maduro to become the next president. President Maduro quickly consolidated all of the power under the presidency. Along came a thirty-five-year-old political outsider named Juan Guaido. Guaido claimed that Maduro\u2019s presidency was not supported by the constitution and that he was in fact the president. This is the crux of the political issue in Venezuela. At the same time that this was occurring, the oil wealth in the nation was also evaporating and causing higher levels of unemployment and more social unrest (Specia, 2019).\u00a0<\/span><\/p>\n

The situation in Venezuela combined all of the aspects that Sidney Tarrow outlined in his book titled <\/span>Power in Movement<\/span><\/i>. In his book, he describes the necessary aspects to having a successful political movement. The primary aspects that Tarrow focuses on are regime change, opportunity, and threat. Venezuela, beginning in 2014, started to have all of these aspects and exhibited the prime opportunity for rebellion and action (Tarrow, 2011). With the death of the long-standing president, there was a regime change that took effect. The threat of consolidation of power under the presidency led to rage over the lack of distribution of power. Finally, with increasing poverty, there was more opportunity for citizens to protest and want more of the wealth to be distributed to them as well. In the following graph, you will see the Core Civil Society Index for Venezuela. As is shown in this graph, there is a decline in the Core Civil Society Index. This index shows the ability for citizens to freely demonstrate and pursue their political and civic goals. The graph shows the decline in the index meaning that citizens did not feel as though there was much ability to express their civic or political beliefs. Such a limit on their abilities to organize is one of the factors that led to the discontent among citizens of Venezuela.\u00a0<\/span><\/p>\n

(V-Dem, 2019)<\/span><\/p>\n

Along with the limitations on political activity in Venezuela, the economic situation was becoming direr. The model that I looked at to explain the economic situation was the poverty rate. Beginning around 2012, the poverty rate began to rise. This coincided with the death of Chavez. With many citizens losing their job and going into worse economic situations, they became more upset with the current systems. The poverty rate can also be an indicator of the unemployment rate. Unemployed citizens have a greater ability to spend time protesting and are typically more willing to protest as well. Below you will find the graph of the poverty rate in Venezuela.\u00a0<\/span><\/p>\n

(World Bank, 2019)<\/span><\/p>\n

The decreasing ability to legally organize and increasing poverty rate helped to lead to the protests that were seen in Venezuela. When Guaido announced that he would be the interim president and tens of thousands of protestors rushed to the streets, all of the pent up energy finally hit the breaking point. When the protests erupted, the protesters were met with counter-protesters and armed military. As Tarrow discusses in his paper, the military and control that was exercised over the protesters was utilized to create a sense of control and demonstrate that the Maduro government was in charge. The protesters, led by Guaido, still felt as though they had an opportunity and that this was the optimal time to continue to protest and attempt to gain power in the government. Even when outside nations and states came out in support of Guaido and the protesters, the experience in the nation itself did not change. So long as the military continued to support Maduro, the Maduro government could remain in control. While other states may allow some protest in order to give off the resemblance of freedoms, Venezuela never allowed its citizens to openly and freely protest.\u00a0<\/span><\/p>\n

The situation in Venezuela will continue to be dire. Neither side, the Maduro camp or the Guaido camp, are likely to concede any of their supposed power which will lead to continued violence and fighting in the country. With the military supporting Maduro and the public supporting Guaido, there will continue to be fighting between these two groups. On top of that, the economic situation will not begin to shift in a positive direction because the majority of democratic nations around the world do not support the current leadership and favor Guaido instead. The lack of international support and sanctions on Venezuelan goods makes it very difficult for the economic situation to begin to shift. One of the only ways that the protests could end is through the use of concessions. As Tarrow discusses, when the regime in charge begins to give minor concessions to the protesters, the protests may begin to end. These concessions would most likely not be genuine and would rather be just for show, but no matter the intent of the concessions they would have the same effect. Citizens of Venezuela would feel empowered once again and slowly begin to shift their support from Guaido to Maduro and in turn, end the protests. The other necessary aspect to end the protests is to slow the progression of inflation and put more money into the citizens\u2019 pockets. With an increase in jobs and revenue, citizens would be happier with the government and once again stop protesting. For the Maduro camp, the goal should be to find ways to both give minor concessions and slightly increase the economic situation in the nation.\u00a0<\/span><\/p>\n

<\/h3>\n

Works Cited:<\/span><\/p>\n

Poverty headcount ratio at national poverty lines (% of population) – Venezuela, RB. (n.d.).\u00a0<\/span><\/p>\n

Retrieved from https:\/\/data.worldbank.org\/indicator\/SI.POV.NAHC?end=2015&locations=VE&start=2000&view=chart<\/span><\/p>\n

Specia, M. (2019, May 3). Five Things You Need to Know to Understand Venezuela’s Crisis.\u00a0<\/span><\/p>\n

Retrieved from https:\/\/www.nytimes.com\/2019\/05\/03\/world\/americas\/venezuela-crisis-facts.html<\/span><\/p>\n

Tarrow, S. G. (2011). Power in movement : Social movements and contentious politics.\u00a0<\/span><\/p>\n

Retrieved from http:\/\/ebookcentral.proquest.com Created from aul on 2020-01-22 13:48:03.<\/span><\/p>\n

V-Dem. (n.d.). Retrieved from <\/span>https:\/\/www.v-dem.net\/en\/analysis\/CountryGraph\/<\/span><\/a><\/p>\n

 <\/p>\n

PDF Version:<\/strong><\/p>\n

Venezuela Comparative Politics<\/a><\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

  Context In my Public Policy class during the fall, 2020 semester, I focused on mental health. Below you will find a copy of my policy memo that I wrote on the topic of mental health for that class. To: United States Department of Education From: Robert Roseman Subject: Implement Comprehensive Mental Health Education in […]<\/p>\n","protected":false},"author":2915,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-19","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages\/19","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/users\/2915"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/comments?post=19"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages\/19\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/media?parent=19"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":16,"date":"2019-08-22T16:54:53","date_gmt":"2019-08-22T16:54:53","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=16"},"modified":"2021-12-17T01:02:43","modified_gmt":"2021-12-17T01:02:43","slug":"about-me","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/rr0843a\/","title":{"rendered":"About Me"},"content":{"rendered":"

 <\/p>\n

\"\"<\/p>\n

Responsibility. Achiever. Harmony. Consistency. Learner.<\/p>\n

My name is Robert Roseman. I am an undergraduate student at American University in Washington, DC studying CLEG (communications, legal institutions, economics, and government), with a certificate in Advanced Leadership Studies.<\/p>\n

Prior to arriving at American University, I was incredibly involved in my community in Dallas, Texas. Growing up, I frequently volunteered with my grandfather at the Vickery Meadow Food Pantry. This experience gave me a deep appreciation for the role of community service and helping others. These values have stuck with me as I served as the social justice intern at Temple Emanu-El for two summers. In this role, I was able to help the immigrant population in North Texas and make a great impact on my community.<\/p>\n

In my high school, Parish Episcopal School, I served as the student body president. I worked to ensure that all students had an enjoyable high school experience and that the teachers were recognized for the work that they put in to impacting their students.<\/p>\n

I also diligently worked to achieve the rank of Eagle Scout. This achievement demonstrates my leadership skills and community involvement.<\/p>\n

When I saw the needs of undocumented immigrants in Dallas, I knew that there was something that I could and must do. This led me to become more involved in politics and look into attending college in Washington, DC.<\/p>\n

I am excited to be able to continue serving the communities that I am a part of and putting the values that I learned when volunteering with my grandfather, serving as student body president, and achieving the rank of eagle scout to practice.<\/p>\n

Linkedin: https:\/\/www.linkedin.com\/in\/robert-roseman-5053b8189\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

  Responsibility. Achiever. Harmony. Consistency. Learner. My name is Robert Roseman. I am an undergraduate student at American University in Washington, DC studying CLEG (communications, legal institutions, economics, and government), with a certificate in Advanced Leadership Studies. Prior to arriving at American University, I was incredibly involved in my community in Dallas, Texas. Growing up, […]<\/p>\n","protected":false},"author":2915,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-16","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages\/16","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/users\/2915"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/comments?post=16"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages\/16\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/media?parent=16"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":13,"date":"2019-08-22T16:54:53","date_gmt":"2019-08-22T16:54:53","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=13"},"modified":"2021-12-17T01:04:53","modified_gmt":"2021-12-17T01:04:53","slug":"resume","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/rr0843a\/resume\/","title":{"rendered":"Resume"},"content":{"rendered":"\t\t

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ROBERT ROSEMAN<\/span><\/b><\/p>\n

\n

11033 Westmere Circle, Dallas, Texas 75230 | 214-949-9294 | Robert.Roseman11@gmail.com <\/span><\/p>\n<\/div>\n

EDUCATION<\/span><\/b><\/p>\n

American University, School of Public Affairs      <\/span>Washington, DC<\/span><\/b><\/p>\n

Bachelor of Arts in Interdisciplinary Studies: Communications, Law, Economics, Government                                                          <\/span>December 2022<\/span><\/i><\/p>\n

Masters of Public Policy                                      December 2023
<\/span><\/i><\/p>\n

GPA: 3.93<\/span><\/p>\n

\n

 <\/span><\/p>\n<\/div>\n

WORK EXPERIENCE<\/span><\/b><\/p>\n

Schneider Electric                                                     <\/span>Washington, DC<\/span><\/b><\/p>\n

Policy Fellow                                                          <\/span>May 2021 \u2013 Present<\/span><\/i><\/p>\n

\u00b7       <\/span><\/span><\/span>Lobbied state and federal government officials to pass legislation enhancing clean energy programs and improving access to energy<\/span><\/p>\n

\u00b7       <\/span><\/span><\/span>Drafted memos and letters to support a resilient supply chain and increase workforce programs nationwide<\/span><\/p>\n

\u00b7       <\/span><\/span><\/span>Supported executive team members to further our corporate message with key governmental leaders<\/span><\/p>\n

 <\/span><\/i><\/p>\n

Jewish United Fund                                                  <\/span>Washington, DC<\/span><\/b><\/p>\n

Federal Government Affairs Intern               <\/span>January 2021 \u2013 May 2021<\/span><\/i><\/p>\n

\u00b7       <\/span><\/span><\/span>Led outreach to members of the Illinois congressional delegation highlighting key policies for JUF agencies<\/span><\/p>\n

\u00b7       <\/span><\/span><\/span>Facilitated a lobbying practicum for 30+ Jewish teenagers from the Chicago area<\/span><\/p>\n

 <\/span><\/i><\/p>\n

Dallas County Health and Human Services                 <\/span>Dallas, Texas<\/span><\/b><\/p>\n

Data Intake Specialist and Contact Tracer            <\/span>June 2020 \u2013 Present<\/span><\/i><\/p>\n

\u00b7       <\/span><\/span><\/span>Processed COVID-19 cases as they were reported to DCHHS<\/span><\/p>\n

\u00b7       <\/span><\/span><\/span>Collaborated with coworkers in other departments to successfully complete COVID-19 contact tracing<\/span><\/p>\n

 <\/span><\/i><\/p>\n

Ensemble Experiential Design                                       <\/span>Dallas, Texas<\/span><\/b><\/p>\n

Summer Intern                                                 <\/span>June 2019 \u2013 August 2019<\/span><\/i><\/p>\n

\u00b7       <\/span><\/span><\/span>Designed websites and pamphlets based off specific brand standards<\/span><\/p>\n

\u00b7       <\/span><\/span><\/span>Researched and created potential speaker lineups for events <\/span><\/p>\n

\u00b7       <\/span><\/span><\/span>Managed day-of operations at events to ensure event ran smoothly<\/span><\/p>\n

 <\/span><\/p>\n

Mike Ablon\u2019s Campaign for Mayor of Dallas              <\/span>Dallas, Texas<\/span><\/b><\/p>\n

Intern                                                               <\/span>March 2019 \u2013 May 2019<\/span><\/i><\/p>\n

\u00b7       <\/span><\/span><\/span>Analyzed past voter history to compile list of potential supporters <\/span><\/p>\n

\u00b7       <\/span><\/span><\/span>Planned and organized informational and fundraising events<\/span><\/p>\n

 <\/span><\/p>\n

Temple Emanu-El                                                           <\/span>Dallas, Texas<\/span><\/b><\/p>\n

Social Justice Intern                                       <\/span>June 2017 \u2013 August 2018<\/span><\/i><\/p>\n

\u00b7       <\/span><\/span><\/span>Built program to ensure that citizen children of undocumented immigrants would be placed with a relative or family friend if parents were deported<\/span><\/p>\n

\n

 <\/span><\/p>\n<\/div>\n

LEADERSHIP EXPERIENCE<\/span><\/b><\/p>\n

American University Resident Assistant                 <\/span>Washington, DC<\/span><\/b><\/p>\n

First Year Resident Assistant                              <\/span>August 2021 \u2013 Present<\/span><\/i><\/p>\n

\u00b7       <\/span><\/span><\/span>Organized and executed events for 40 residents on a monthly basis<\/span><\/p>\n

\u00b7       <\/span><\/span><\/span>Developed an organic community of students from across the world<\/span><\/p>\n

 <\/span><\/p>\n

American University Orientation Leader               <\/span>Washington, DC<\/span><\/b><\/p>\n

First Year Orientation Leader                 <\/span>February 2020 \u2013 August 2020<\/span><\/i><\/p>\n

\u00b7       <\/span><\/span><\/span>Acquired tools to successfully prepare new American University students for college life<\/span><\/p>\n

\u00b7       <\/span><\/span><\/span>Fostered community among new American University student groups<\/span><\/p>\n

 <\/span><\/b><\/p>\n

SPA Leadership Program                                        <\/span>Washington, DC<\/span><\/b><\/p>\n

Member                                                               <\/span>August 2019 \u2013 Present<\/span><\/i><\/p>\n

\u00b7       <\/span><\/span><\/span>Selected to study and develop leadership skills through advanced practical training and by implementing social actions projects in local areas of need<\/span><\/p>\n

\u00b7       <\/span><\/span><\/span>Researched causes and implications of immigration laws in the United States<\/span><\/p>\n

 <\/span><\/p>\n

Boy Scouts of America                                                    <\/span>Dallas, Texas<\/span><\/b><\/p>\n

Eagle Scout                                                                    <\/span>September 2017<\/span><\/i><\/p>\n

\u00b7       <\/span><\/span><\/span>Achieved rank of Eagle Scout<\/span><\/p>\n

\n

\u00b7       <\/span><\/span><\/span>Designed and built a wooden gaga pit at Temple Emanu-El in Dallas, TX<\/span><\/p>\n

 <\/span><\/p>\n

American University Involvement: <\/span><\/b>Conduct Council, Wellness Council, Sine Institute Student Associate, AU Ambassador, Sigma Phi Epsilon, Garden Club
<\/span><\/p>\n<\/div>\n

<\/p>

View resume in PDF:<\/strong><\/p>\n

Robert Roseman Resume <\/a><\/strong><\/p>\n

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<\/p>\n

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<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

ROBERT ROSEMAN 11033 Westmere Circle, Dallas, Texas 75230 | 214-949-9294 | Robert.Roseman11@gmail.com EDUCATION American University, School of Public Affairs      Washington, DC Bachelor of Arts in Interdisciplinary Studies: Communications, Law, Economics, Government                                                          December 2022 Masters of Public Policy                                      December 2023 GPA: 3.93   WORK EXPERIENCE Schneider Electric                                                     Washington, DC Policy Fellow                                                          May 2021 \u2013 Present […]<\/p>\n","protected":false},"author":2915,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-13","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages\/13","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/users\/2915"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/comments?post=13"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages\/13\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/media?parent=13"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":2,"date":"2019-08-22T16:54:53","date_gmt":"2019-08-22T16:54:53","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=2"},"modified":"2019-08-22T16:54:53","modified_gmt":"2019-08-22T16:54:53","slug":"reflections","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/rr0843a\/reflections\/","title":{"rendered":"My Reflectioins"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"","protected":false},"author":2915,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages\/2","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/users\/2915"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/comments?post=2"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/pages\/2\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/rr0843a\/wp-json\/wp\/v2\/media?parent=2"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}]