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Taylor Fischer Portfolio


TAYLOR FISCHER 10212 Christopher Woods | Festus, MO 63028 | 314-308-7575 |

1 May 2014 Tina Carroll Banyan Communications 3569 New Town Lake Drive St. Louis, MO 63301 Dear Ms. Carroll: Good afternoon! My name is Taylor Fischer. We previously met at the PRSA conference at Maryville University in St. Louis. I emailing you today to see if you have any available internship opportunities. To give you a little insight, I am currently a junior public relations major and non-profit leadership studies minor at Murray State University in Murray, Kentucky and am originally from the St. Louis area. My dream career and ultimate career goal is to work for the Special Olympics. This is why your agency stands out to me so much: I have always dreamed of using my skills and talents for the greater good and I have an understanding that this is the mission your agency was founded upon. I am halfway through the core sequence of PR classes at Murray State and I know that I am ready to gain some real world experience. I think your agency is the best possible place to take my training to the next level and gain a better understanding of what it is like to do good things through public relations. I believe that my drive, dedication, creative nature and education are all qualities that would be beneficial to Banyan. I have a strong desire to work with others as part of a team and to serve to the best of my ability. I want to thank you in advance for your consideration. It was an absolute pleasure to meet you and learn about Banyan. I hope to hear from you to learn more. Attached are my resume, a letter of recommendation and a few writing samples for your review. Sincerely,

TAYLOR FISCHER 10212 Christopher Woods | Festus, MO 63028 | 314-308-7575 |


Excellent communication skills (written and verbal). Experienced with customer service; able to handle challenging interpersonal situations. Dedicated, hardworking; able to work independently or as part of a team. Motivated leader; able to tackle assigned tasks and complete them quickly and correctly.

EDUCATION Murray State University (MSU) – Murray, KY | Bachelor of Science, Public Relations; Dec 2015  Non-Profit Leadership Services Minor  GPA: 3.89

EXPERIENCE Murray State News (MSU), Murray, KY | Advertising Sales Representative; Aug 2013 to present  Manage ad space sales on campus and throughout Murray for (online edition)  Actively seek out new business and maintain strong relationships with existing clients  Bring in $150 biweekly Winslow Dining Hall (MSU), Murray, KY | Alternate Student Manager; Oct 2012 to Nov 2013  Collaborated with staff to prepare food and served customers in fast-paced environment  Listened to customer complaints and Unigroup Incorporated, Fenton, MO| Quality Assurance Specialist; June 2013 to Jan 2014  Surveyed military personnel to follow-up regarding their move through phone calls  Scheduled debris pickup  Communicated with agents across the U.S.  Handled complaints resolved conflicts.

ACTIVITIES Public Relations Student Society of America (PRSSA): Active Member; Aug 2012 to present Residential College Intramural Sports: Volleyball and Basketball Teams; Jan 2013 to present White College Residential College Council: Secretary, Aug 2013 to present; Public Relations Representative, Aug 2013 to present Special Olympics: Volunteer Coach; April 2010 to April 2013

TECHNICAL SKILLS General Software: Proficient with Microsoft Word, Excel, Access, and PowerPoint Design Software: Proficient with Adobe Reader, Photoshop, and InDesign Special Skills: Experienced with AP Style, can type 68 words per minute, experienced with html coding

TAYLOR FISCHER 10212 Christopher Woods | Festus, MO 63028 | 314-308-7575 |


Elizabeth Thomas PR Sequence Head-Lecturer/Social Media Specialist/PRSSA Advisor Murray State University, Murray, Kentucky Phone: 270.809.5441 | Nick Buckingham Winslow Assistant Dining Manager Murray State University, Murray, Kentucky Phone: 270.809.3398 | Nicole Deutman Manager/Quality Assurance Government Transportation Unigroup, Inc., Fenton, Missouri Phone: 636-305-4041 |

Annotated Bibliography for City Year Wynne, E. (2012, May 18). Interview by M. Morella. A holistic approach to curbing dropouts., Retrieved from e7b-c168-4970-86e845d2f078c5fc@sessionmgr198&vid=4&hid=102&bdata=JmxvZ2luLmFzcCZzaXRlP WVob3N0LWxpdmU Interview with Elaine Wynn discussing the dropout rate of high school students and the negative effects of dropping out, such as earning less and causing a loss in economic activity for the country as a whole. The interview addresses the criticalness of addressing the high school dropout rate, the $2.6 billion impact of lowering the dropout rate, and how important it is for parents and educators to get involved in their students’ lives. This article can be helpful because it addresses the key negative effects of dropping out and offers suggestions on how to decrease the dropout rate. Credit Union Magazine. (2010, September 01). Find a passion; then volunteer. CU Hero, 76(9), 26-27. Retrieved from ewer?sid=47808d58-c519-4ef6-ad76ce30516ee31d@sessionmgr198&vid=7&hid=102 The article addresses Ron Amstutz, executive vice president of Desert Schools Federal Credit Union, and his involvement with Children’s Miracle Network. Explains how one man’s passion to help find a cure for his son who was diagnosed with cancer can significantly aid and influence a non-profit organization. This article is helpful because it explains that passion is a key factor of motivation for the non-profit sector. Knight, R. (2010 , October 3). Not-for-profit sector captures the hearts and minds of mbas. Financial Times (London, England). Retrieved from Article explains the MBA Career Services in London, England have been aiding the nonprofit sector. MBAs have taken a large interest in non-profit, causing the sector to gradually grow. Explains that people within the non-profit sector have distinct skills that those in the corporate sector need. This article is helpful because it explains the relevance of the non-profit sector and lists and compares the skill sets that are needed to work for this sector. Martin, A. J. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327-365. Retrieved from html Article discusses the role of interpersonal relationships in students’ academic motivation, engagement, and achievement. It states that at-risk students can and will benefit from universal programs and interventions, professional teacher development, and targeted programs for at-risk populations and explains how to implement these practices. This article is helpful because it discusses the direct correlation between interpersonal relationships and a student’s academic success.

Molnar, M. (2013). Home and community involvement can play key part in school success. Education Week,32(16), 28-31. Retrieved from d956-411d-4c3d-a296101808b41875@sessionmga114&vid=7&hid=101&bdata=JmxvZ2luLmFzcCZzaXRl PWVob3N0LWxpdmU= Article addresses the significance of school relationships with parents and community members. Explains that students who feel they live in a dangerous community are less likely to succeed in school because they feel that their school is also dangerous. This article is helpful because it lists and explains ways for parents to get involved and make their students feel safer at school through things such as flagging down barriers, mentoring male students, and emotionally supporting female students. Achinstine et al., B. (2013). These doors are open!.Leadership, 42(5), 30-34. Retrieved from ewer?sid=4baed956-411d-4c3d-a296101808b41875@sessionmgr114&vid=4&hid=101 Article discusses the role of community involvement in promoting educational achievement for Californian low-income students. Explains that strong connections between schools and their communities have a significant impact on learning and educational success. This article is helpful because it teaches how to improve educational success through promoting youth involvement in the community. Unger, E. (2013, June 06). In focus high school dropouts.Skagit Valley Herald. Retrieved from 7-387b-4d2f-be37e3321b16c9cd@sessionmgr115&vid=4&hid=101&bdata=JmxvZ2luLmFzcCZzaXRlPW Vob3N0LWxpdmU= Article discusses the negative effects of dropping out of high school such as underemployment, unemployment, and the likeliness to serve jail time. Explains that language barriers have a strong relation with the high school dropout rate. This article is helpful because is lists and identifies reasons why students are likely to drop out and discusses possible solutions. Frolik, C. (2013, September 09). Dropouts struggle for jobs in ohio. Dayton Daily News. Retrieved from 2037-387b-4d2f-be37e3321b16c9cd@sessionmgr115&vid=6&hid=101&bdata=JmxvZ2luLmFzcCZzaXRl PWVob3N0LWxpdmU= Article explains that Ohio’s dropouts are less likely to be employed and opportunities for high school dropouts will continue to shrink. Employers are looking for workers with technical skills and higher levels of education. Explains that the majority of jobs today require a high school diploma at the bare minimum. This article is helpful because it explains the negative consequences of students dropping out of high school and lists reasons as to why students feel the need to do.

Nazzal, A. (2000). Peer tutoring and at-risk students: The effects of peer tutoring on attendance rates, misbehavior in school, and academic progress for students identified as at risk for dropping out of high school. Retrieved from 507DC6DAE4243C3PQ/4?accountid=12631 Article demonstrates that students who participate in a six-week tutoring project had significant educational improvements compared to at-risk students who did not participate in any tutoring program. Discusses how perceptions of the relevance of school, perceptions of success in school, and feelings of alienation in school may put students at risk for dropping out. This article is helpful because it provides an efficient solution to helping at-risk students become more academically successful. Bell, R. (1997). The effects of tutoring on the reading performance of at-risk first-grade students. Retrieved from ecord/1507DC6DAE4243C3PQ/8?accountid=12631 Article states that tutoring is an intermediate intervention strategy designed to help at-risk students become successful leaders. It addresses the goals of the study that was discusses in the article: to evaluate the effectiveness of tutoring and test its success. The results of the study suggest that tutoring is a beneficial strategy for working with at-risk children. This article is helpful because it analyzes the effectiveness of tutoring and gives sufficient results of its effectiveness.

Taylor Fischer Client Proposal

My nonprofit: City Year in Western Kentucky Affiliate of City Year: Issue Statement: Nearly one million students drop out of high school each year. The graduation rate within Kentucky has recently increased from 76 percent in 2010 to 78 percent in 2011 ( However, it still has the potential to continue to increase with the help of City Year. Mission Statement: The mission of City Year in Western Kentucky is to continue to increase the high school graduation rate by supporting grade school students and encouraging them to be the best they can be through community volunteering. In pursuit of this mission, CYWK plans to:   

Provide small group or one-on-one tutoring before and after school for students who are struggling in their classes. Increase attendance by holding short morning and afternoon assemblies and giving positive calls home encouraging students to keep up the good work. Organize and coordinate school and community events to influence community involvement and support.

Ideas for interviewing: 1. Todd Tuney; Executive Director of City Year Columbus. He has spent a large majority of his career within social services of the non-profit sector. He would be a good interview to get a better understanding of what City Year can do within the Western Kentucky community and how it benefits the children involved. Contact information: 614.586.4520 2. Johnathon Lavine; City Year, Inc. Trustee and Chair of the Development Committee for the City Year Board of Trustees in Boston. He first became involved with City Year 20 years ago when he donated $18. He has seen City Year grow and has been a large part of its overall success in Boston. Mr. Lavine could give us insight to what City Year has become and how to manage it within Western Kentucky. Contact Information: 617.927.2500 3. Mollie Puskar; Volunteer contact for Boston Civic Engagement. Because she interviews volunteers and locates them to certain places in Boston, she could tell us what we should expect of our volunteers. Contact information:, 617.927.2300

Taylor Fischer (314) 308-7575

For Immediate Release

NINTH ANNUAL MEN WHO COOK FUNDRAISER COMES TO PADUCAH The Purchase Area’s Sexual Assault and Child Advocacy Center will host their ninth annual “Men Who Cook” fundraiser March 8 at the Julian Carroll Convention Center in Paducah. “Men Who Cook” is a fundraising event that involves high profile men in Western Kentucky, including local celebrity chefs and business leaders, who volunteer to compete against each other and cook “backyard barbecue” food. “The food is incredible,” Kevin Qualls, former board member of PASAC, said. “These guys are very competitive.” Soul Dog, a local band, is performing for the event. Soul Dog has been involved with the event for three years. “We’re just a bunch of old guys who want to play music and love doing it,” Qualls, bassist of Soul Dog, said. “We think this is a great cause and we want to do anything to support it.” The event is raising money to help victims of sexual assault within the eight western most counties in Kentucky. The donations help PASAC fund their therapeutic mission to help the victims heal. “PASAC allows the victim to tell their story to a caseworker who then creates a program specifically for the victim to help them heal,” Qualls said. “It’s unfortunate because these things happen more than we’d like to think. That’s why PASAC is here.” PASAC is a rape crises and child advocacy center. Through their medical and legal advocacy and clinical services, PASAC engages in consistent support for victims of sexual crimes. Since 1987, PASAC provides free and confidential aid to all ages of victims of sexual crimes. PASAC can be reached through their 24-hour crisis line at 1-800-928-7273. ### If you would like more information about this topic, please contact Taylor Fischer at (314) 308-7575 or email at Word count: 309

Interviewer: Taylor Fischer Interviewee: Suzy Crook 26 February 2014 I interviewed Suzy Crook because she is experience with how the mentoring process works, the negative and positive effects it may have on some students, and what it takes to help children become motivated and improve. These are things that City Year has to have and understand. She was able to give me an insider’s look as to how mentoring works, what the benefits are, and what the challenges are as well. Q: How did you get involved with West Kentucky Mentoring? A: I started off working with Big Brothers and Big Sisters as Satellite Director/Case Manager. I worked there for eight years. Unfortunately, our branch closed in 2011. On August 1 we became a new agency: West Kentucky Mentoring. I have been working here for three years now. I started off as program coordinator and now I am the executive director. Q: What is the overall goal of West Kentucky Mentoring? A: The perfect answer to that is within our accountability statement. “Together with like-minded community partners, volunteers, and parents/guardians, we aspire that each child in our program will develop higher personal goals, avoid risky behavior, and enjoy academic success while becoming persons of upstanding character.” Q: How important is it that you find volunteers or interns to participate in your program? A: It is very important. We would not be able to run at all without our volunteers. I am the only paid person here and I cannot do everything. It’s very difficult to run a program by yourself. Q: How do you go about finding volunteers? A: I speak to classes at Murray State University, set up a booth in the Curris Center, participate in the Non-Profit Connections fair, speak at the Murray Rotary Club, go to different radio stations, etc. It is so important to get the word out to bring volunteers in. Q: How effective do you think mentoring is on a student’s academic success and overall motivation to succeed? A: In my eight years here I have seen grades go up dramatically. Some may take a while but they still go up. Teachers have told me that students who are mentored are more engaged in class and seem to try harder overall. Q: What do you think are some ways to get students motivated about their school work? A: Having someone that is interested in the students, asking them the right questions and someone who is willing to help them is the best place to start.

Mentoring is about developing the student’s confidence. You make the most strides in your life when someone wants to help you get from point A to point B. Q: Do you think that by developing a connection with their mentor students are more likely to try to succeed? A: You have to remember that each child is different. Once someone knows that they can rely on someone else, once they have someone who is accountable to them, it gives them confidence to complete their goals. Kids that age are geared toward positive attention. Mentors are taught to give students positive attention. Mentors learn things from the students as well. Q: In your opinion, how important is mentoring for students who are at risk of dropping out of high school? A: Mentoring is one of the best solutions. If you don’t change their “Want to,” then the student won’t have the desire to change. The sooner you realize the student is struggling, the better chance you have to keep them from becoming at risk. Q: What are some suggestions or strategies that you may have to ensure that students do not become at risk of dropping out once they reach high school? A: Develop a connection. Be there as the third party person. Focus on each child’s individual need. Be sure to look at each child’s situation as a whole.

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