Emily Marchant

As a shift leader I

• Prepared food items, including smoothie bowls, smoothies, and salads, ensuring quality and consistency.
• Maintain cleanliness in kitchen, dining room, and bathrooms.
• Restock supplies and organize inventory to ensure efficient operations.
• Supervised coworkers, offering guidance and support to maintain high service standards during shifts.
• Manage inventory and report to upper management, noting items that require restocking.
• Resolve customer issues promptly to uphold service standards.
• Ensure completion of closing tasks.
• Trained new employees on operational procedures and best practices, facilitating smoother onboarding and integration.

As an undergraduate TA for the Diversity of Life II lab at ESF, I

• Supported graduate TA in delivering instruction and introducing key lab topics.
• Facilitated understanding of material by answering student questions and clarifying concepts.
• Assisted with grading assignments.
• Managed set-up and clean-up of lab materials to maintain an organized learning environment.

• Three week course with 45 hours of instruction per week relating to field biology techniques, with lecture and field instruction.
• Final week involved independent research in small groups, which was analyzed with appropriate statistics and presented to faculty and participants.
• Investigated nesting behaviors of Eastern Phoebes, examining the influence of time of day, temperature, age of nestlings, number of nestlings, and human disturbance on those behaviors.

• The Amphibian Migrations and Road Crossings project aimed to collect data on amphibian migrations, to learn where the highest concentrations of road crossings are occurring, and work towards making changes to further amphibian conservation.
• Participation in this citizen science project involves going out on rainy nights in the spring and walking along the road to find amphibians, identify them, help them cross the road safely, and log the species.
• The data collected was then reported to the NYDEC.

• This was an environmental science program in which we were taught how to work with various scientific tools for studying terrestrial aquatic ecosystems, then designed and carried out our own research project, which was then made into a professional research poster and presented to Cary Institute scientists as well as community members.
• My group studied the efficiency of nutrient uptake by different species of aquatic plants and the viability of using such plants to combat excess nutrients in water systems.

Supported zoo operations through diverse responsibilities.

• Diet prep for all kinds of animals (carnivores, herbivores, frugivores, etc.).
• Maintaining cleanliness of enclosures.
• Engaging with animals for enrichment (often with toys we made out of recycled materials).
• During my time at the zoo I learned safety protocols for dealing with various animals like large carnivores, primates, reptiles, otters, angry rheas, escape artist goats, etc.

• As a volunteer, I would take shelter dogs on walks and play with them for enrichment.
• In doing this I learned how to deal with dogs of all sizes and temperaments.

• Learned how to use tools for studying marine science, including water testing, vegetation surveying, building and operating ROVs, and gel electrophoresis.
• At the end of the program we split into small groups to present techniques learned to program staff and community.