Christopher Alexander is a graphic communications professional with over 6 years of experience in higher education marketing and communications roles. He has expertise in marketing strategy, social media management, web design, print content development, and event coordination. Currently he is a Communications Coordinator at NYU where he develops strategic marketing campaigns and manages various communications functions.
Multifaceted Benefits of Studio Based Service LearningJennifer B
Our senior commercial (non-office) studio partnered with a local inter-denominational church on the brink of beginning a building campaign but was without direction. It will be shown how the process not only benefited multiple entities, but also facilitated the meeting of course objectives. There can be many challenges to such a project type but early planning and an open dialog with the client group and students alleviated many issues. Concerns: Aligning client needs and expectations with course competencies; Beliefs/preferences of students; Preliminary planning for instructor. Prior to student involvement, basic conceptual goals were discussed with the committee and a potential site was acquired to give students as practical an experience as possible. The committee was informed of the course competencies to be retained and the time commitments required of this partnership.
Students were given background information about the church and its founders, learned about the developer, and analyzed the master plan of the site. Students were given brief research and on-site observation homework assignments (re: liturgical design, multi-use facilities, etc.) and returned to class to pool their findings. Students and I discussed how designing this type of large scale, mutli-use facility and how the future pro-bono client interaction would benefit them as future designers. This allowed them to take more ownership of the project and set aside discomforts they may have had with the subject matter. Students developed, as a group, their own programming list based on findings in their research and the preliminary conceptual ideas of the committee. They interviewed the committee and toured the proposed site with the developer. Students forecasted attainable sustainability goals, design appropriately and documented their solutions. Client contact continued throughout the semester through email correspondence, a midterm visit by the committee to our studio, and a final presentation to the committee and professional jurors. During winter break, student projects were put on display at the current facility for viewing by the congregation and community. Students grew from the client interaction and real world application and reacted positively to the overall experience. Course objectives were enriched through authentic client, tangible project site, and ongoing communication opportunities. ; The client/end user received free design ideas for a potential building campaign and assistance with developing the organization’s facility program. ; For the instructor, this served as an important addition to the teaching and service categories of academic advancement. Creative activity and scholarship opportunities were attained by professional exposure and supplemental consultations; Positive program exposure was an advantage for the university while the ID profession benefited from exposing a local audience to the true responsibilities of professional designers.
Multifaceted Benefits of Studio Based Service LearningJennifer B
Our senior commercial (non-office) studio partnered with a local inter-denominational church on the brink of beginning a building campaign but was without direction. It will be shown how the process not only benefited multiple entities, but also facilitated the meeting of course objectives. There can be many challenges to such a project type but early planning and an open dialog with the client group and students alleviated many issues. Concerns: Aligning client needs and expectations with course competencies; Beliefs/preferences of students; Preliminary planning for instructor. Prior to student involvement, basic conceptual goals were discussed with the committee and a potential site was acquired to give students as practical an experience as possible. The committee was informed of the course competencies to be retained and the time commitments required of this partnership.
Students were given background information about the church and its founders, learned about the developer, and analyzed the master plan of the site. Students were given brief research and on-site observation homework assignments (re: liturgical design, multi-use facilities, etc.) and returned to class to pool their findings. Students and I discussed how designing this type of large scale, mutli-use facility and how the future pro-bono client interaction would benefit them as future designers. This allowed them to take more ownership of the project and set aside discomforts they may have had with the subject matter. Students developed, as a group, their own programming list based on findings in their research and the preliminary conceptual ideas of the committee. They interviewed the committee and toured the proposed site with the developer. Students forecasted attainable sustainability goals, design appropriately and documented their solutions. Client contact continued throughout the semester through email correspondence, a midterm visit by the committee to our studio, and a final presentation to the committee and professional jurors. During winter break, student projects were put on display at the current facility for viewing by the congregation and community. Students grew from the client interaction and real world application and reacted positively to the overall experience. Course objectives were enriched through authentic client, tangible project site, and ongoing communication opportunities. ; The client/end user received free design ideas for a potential building campaign and assistance with developing the organization’s facility program. ; For the instructor, this served as an important addition to the teaching and service categories of academic advancement. Creative activity and scholarship opportunities were attained by professional exposure and supplemental consultations; Positive program exposure was an advantage for the university while the ID profession benefited from exposing a local audience to the true responsibilities of professional designers.
1. Christopher l. Alexander
191 St. Nicholas Ave. Apt 6H, New York, NY 10026 Phone: (805) 907-6100 Email: c.alexander@gmail.com
GRAPHIC COMMUNICATIONS PROFESSIONAL
• Professional with 6 years experience collaborating effectively with multicultural, multigenerational teams in higher
education environments.
• Expert in developing articulate, engaging and objective-driven written and visual communication content.
• Conceptualize and orchestrate marketing campaigns to reinforce and enhance brand images within budget.
• Respected facilitator of ideation meetings and champion of innovation.
SKILLS
• Marketing Strategy & Campaigns • Social Media Management
• Product Positioning and Branding • Event Logistics & Coordination
• Web & Print Content Development • Customer Service Management
CAREER DEVELOPMENT
New York University, Robert F. Wagner Graduate School of Public Service, Communications Coordinator 2011 | Present
• Develop strategic online marketing campaigns to support domestic and international recruitment efforts
• Analyzed prospect database to prioritize market segments and geographic targets
• Continuously monitor higher education trends, competitive developments, and internal operations to
maximize marketing efficiency
• Designed promotional print materials to enhance and broaden existing brand identity
• Taught Introduction to Adobe Photoshop class to 11 staff colleagues
• Manage Office of Admissions web and social media communications
• Implemented interactive iPad kiosk installation at recruitment events
New York University, Robert F. Wagner Graduate School of Public Service, Admissions Assistant 2009 | 2011
• Primary advisor for inquiries about graduate program information, application requirements and policies
• Managed processing of submitted documents for 4,267 graduate applications from 2009 to 2011
• Hired, train and supervised team of 7 student and temporary employees
• Supported Assistant Director of Enrollment in tracking event attendance to inform recruitment strategy
• Coordinated logistics for 41 on-site recruitment events
• Designed “Global Network University” 9’ x 12’ map, displayed at 2010 Admitted Student Day Event,
visually representing Fall 2010 class diversity (students from 6 continents, 43 countries and 39 states)
• Implemented new technologies to improve visitor experience at key points of brand interaction
• Designed presentation slides for Dean’s 2010 NYU University Leadership Team (ULT) presentation
• Developed and presented professional development HTML/CSS tutorial for colleagues
Babble Media, Web Design and Production Intern 2009
• Coordinated with Ad traffic manager to execute daily email campaigns
• Formatted articles and photography for online publication according to style guides
• Monitored and update daily publication calendar
2. University of California, Santa Cruz, Division of Graduate Studies, Admissions Assistant 2007 | 08
• Primary advisor for inquiries about program deadlines, application requirements and policies
• Facilitated processing of confidential materials for over 3,100 graduate applicants
• Participated in interdepartmental meetings on new marketing and growth strategies
University of California, Santa Cruz, Division of Graduate Studies, Web Designer 2007 | 08
• Created, developed and implemented an interactive website to highlight student and faculty excellence
within Division of Graduate Studies, attract future graduate applicants
• Introduced fresh design aesthetics while maintaining visual consistency within large organization
University of California, Santa Cruz, Programs and Logistics Coordinator 2007
• Organized, developed and directed staging plans for summer orientation recruitment events
• Accommodated over 7,000 incoming students over 7 orientation sessions
• Supervised group of 7 students to complete tasks throughout the campus
• Coordinated with other university departments to ensure objectives were completed
VOLUNTEER EXPERIENCE
University of California, Santa Cruz, Metal Sculpture Studio and Foundry Volunteer 2006 | 07
• Supervised foundry during night and weekend hours
• Project advisor for students during conceptual and constructive stages
• Assisted Foundry staff with bronze and aluminum pours
• Repaired and maintained MIG welding machines and metal fabrication equipment
EDUCATION
New York University, Master of Business Administration in General Management 2015 (expected)
New York University, Master of Arts in Graphic Communications Management and Technology, G.P.A. 3.8 2011
University of California, Santa Cruz, Bachelor of Arts in Studio Art, Metal Sculpture, G.P.A. 3.6 2007
Moorpark College, Associate of Arts in Liberal Arts and Science, G.P.A. 3.5 2005
SOFTWARE PROFICIENCY
Photoshop | Illustrator | InDesign | Flash | Dreamweaver | After Effects | MS Office | Constant Contact
Scholarships & GRANTS
NYU PRISM Scholarship, Three Semesters, New York, NY 2009 | 11
UCSC Irwin Project Grant, Three Quarters, Santa Cruz, CA 2007