Laura S. Montañez Villafañe

• Trained employees on duties, policies, and procedures
• Recruited, interviewed, and hired qualified staff for open positions
• Created schedules and monitored payroll
• Managed inventory and implemented successful business strategies to increase revenue and target new markets
• Directed or coordinated financial or budget activities to fund operations and maximize investments.

• Taught various subjects to students in grades K-12 as a substitute teacher
• Implemented lesson plans that aligned with state standards
• Maintained a safe and productive classroom environment through effective classroom management
• Communicated with students, teachers, and administrators to ensure a seamless transition during absences
• Provided constructive feedback to students and teachers to improve student learning outcomes.

• Assisted teachers with lesson preparation and curriculum implementation while also adapting teaching methods and materials to meet students' varying needs and interests
• Tutored and assisted students to help master assignments and reinforce learning concepts
• Prepared lesson materials and organized student enrichment activities to facilitate learning
• Graded assignments and tests and documented results into filing systems.

As a Research Project Coordinator, I played a pivotal role in addressing the challenges surrounding healthy food access in Utuado, Puerto Rico. Responsible for project planning and execution, I meticulously coordinated logistics for in-person interviews and data collection, ensuring alignment with research goals and timelines. Engaging directly with the Utuado community, I facilitated interactions and fostered collaboration among diverse stakeholders to incorporate a wide range of perspectives. Proficiently conducted in-person interviews and administered a revised version of the Community Readiness Model (CRM) questionnaire, focusing on dimensions such as community efforts, leadership, and resources. Additionally, I contributed to the integration of qualitative and quantitative data, creating a comprehensive research framework by merging the Community Readiness Model with the Community Empowerment Theory. My role involved effective communication of research progress and findings, preparing detailed reports summarizing data, key themes, and proposed interventions. This experience allowed me to demonstrate my commitment to community-focused initiatives and contribute to transformative projects addressing essential public health issues.

Developed and led a cost-effective and impactful Health Education Program targeting college students in Colorado Springs, utilizing a Cross-Media Blitz approach. Employed the Health Belief Model as the guiding theory to address mental health challenges holistically. Developed and curated content for a dedicated website, Instagram, and Facebook platforms, aiming to educate on stress management, self-care, and available support services. Conducted a community assessment highlighting the urgent need for mental health awareness among college students. Prioritized capacity building in this stakeholder group, encouraging proactive steps for improved mental well-being. Proposed actions aligned with evidence-based practices, fostering engagement and dialogue. Successfully integrated multimedia components, including videos, interactive posts, and visual materials, ensuring a 30-minute immersive engagement across platforms. This cost-effective initiative maximizes accessibility, making crucial mental health information available to a broader audience. The strategic blend of theory, community insights, and innovative communication channels underscores the project's commitment to impactful and inclusive health education.

Conducted a research project on food insecurity among college students, addressing a critical gap exacerbated by the COVID-19 pandemic. Employing validated questionnaires such as the USDA 6-item short form and Patient Health Questionnaire-9, I analyzed 99 responses, excluding 28 based on specific criteria. The study revealed a significant difference in food insecurity prevalence between undergraduate and graduate students, affirming the hypothesis that undergraduates are more susceptible. Notably, living situations emerged as a stronger predictor than college status. The findings also underscored the established connection between food insecurity and higher rates of depression. This research experience showcased my proficiency in questionnaire design, statistical analysis, and the ability to draw meaningful conclusions from complex data sets, emphasizing my skills as a meticulous and detail-oriented researcher.

Actively engaged in a comprehensive range of research-oriented projects as part of my Healthcare Sciences degree. Primarily centered at the Center for Active Living (CAL), I collaborated with diverse programs, contributing significantly to the advancement of community health and wellness initiatives. My involvement spanned various programs such as Fitness Buddies, City Wellness, PWR Moves, and the Lifestyle Medicine Program at Penrose Hospital. As a peer leader in the Fitness Buddies program, I demonstrated my ability to lead and motivate others in pursuit of their health goals. Additionally, I played a pivotal role in developing and presenting city wellness programs, showcasing my proficiency in program design and implementation. In collaboration with healthcare professionals, I served as a health coach for the Lifestyle Medicine Program at Penrose Hospital, demonstrating my capacity to work interdisciplinary teams. Furthermore, my role as a Teacher’s Assistant for the HSCI 1020 class at UCCS underscored my commitment to education and my capability to assist in facilitating learning environments. Through these research-intensive experiences, I honed essential skills in health coaching, program design, event planning, and teaching assistance, further solidifying my foundation in research within the health and wellness domain.