ZHENDUO ZHANG

Philadelphia, PA 19104 ◆ (949) 668-5514 ◆ zzdpax@upenn.edu

EDUCATION
Master of Science: TESOL, Expected in 05/2024
University of Pennsylvania - Philadelphia, PA
Current GPA: 3.91/4.00
Coursework: Language Teaching Approaches; Second Language Development; Curriculum and Material
Designing

Bachelor of Arts: Education Science, 03/2022

University of California, Irvine - Irvine, CA

Dean's List [2020 Winter; 2020 Fall; 2021 Winter; 2021 Spring]
GPA: 3.88/4.00
Completed professional development in Educational Psychology, Learning and Teaching

SKILLS AND CERTIFICATION

CELTA Certification Proficient in Chinese and English
Microsoft PPT, Word, Excel; PsychoPy; Zotero; Communicative Language Teaching
Website Designing

WORKING EXPERIENCES
ESL Volunteer Teacher, 09/2023 - Current
The Garces Foundation – Philadelphia, PA
I am mainly responsible for teaching English to adults at the Garces Foundation and adjusting the program
according to the student's feedback so that they can use English more effectively in their daily lives and as a
working language. The specific tasks are as follows:
Teach English communication courses to adult beginners, including listening, speaking, reading, and
writing skills and the corresponding rules of pragmatics. The students are of different age groups and
come from different countries. 80% of the students can use some specific grammatical structures to
communicate with others; at least so far, the others can use some simple vocabulary to achieve their
communication goals.
Design in-class activities and teaching plans with other teachers together. Some of my ideas are
approved not only by my colleagues but also by my supervisors and instructors there. Students can be
 effectively involved in classrooms by applying those activities.
Design and operate an additional project focusing on the empowerment of female power through
language learning. Some of their difficulties are eased till now.

Learning Support Assistant, 05/2022 - 08/2022

Taiyuan Xintong Education Company
Taught 30 teen-adult students (2 classes) TOEFL/IELTS speaking and reading. During speaking classes,
I offered students some ideas to elaborate on, and I would provide some sentence structures when
necessary. I effectively taught students how to find evidence to support their answers during reading
classes. I also taught reading-related vocabulary to help students pave their understanding of the article.
My students all received their dream offers finally.
Monitored students' learning processes and sent feedback to them daily. I also talked with them to adjust
and recreate learning plans for different students. Every student got their appropriate learning plans with
my suggestion.
Finished other assigned tasks, including but not limited to monitoring students' exams and attending
team teaching meetings, by my leader.

Peer Mentor, 09/2020 - 03/2022

University of California, Irvine – Irvine, CA
Mentored 5 freshmen each quarter and organized group activities, including campus tours and
off-campus Barbecues, to maintain close relationships among group members.
Met mentees formally, informally, in person, and virtually to offer support in finding campus resources,
course enrollment, and solving other personal problems. Those individual meetings helped students to
adapt to their university life more quickly.
Presented and drafted various workshops related to student life at the School of Education and the
University of California, Irvine. Those workshops allowed students to build a clearer sense of the
requirements of the degreeworks.
Cooperated with other peer mentors to organize some coffee talks during midterm weeks and final
weeks. Those coffee talks released students' pressures while reviewing and studying.

Teaching Assistant, 09/2020 - 03/2022

University of California, Irvine – Irvine, CA
Was responsible for teaching discussion sessions after the lectures provided by professors. My focus
there was educational psychology and education policy, and with my help, 85% of students could get an
A on their final transcript.
Attended weekly teaching team meetings and offered some suggestions on reordering teaching
sequence/designing class activities. 80% of my ideas were approved by my supervisor professor, and her
teaching became more effective and rational. Students felt more comfortable and satisfied, too.
Assessed students' assignments and gave some feedback. Based on my feedback, students could easily
revise and resubmit their assignments, and their progress was shown clearly. They also built a deeper
understanding of the course concept.
 Offered technological support during in-class lectures for students who needed to join classes online.
With my help, they also had a physical sense of staying in classrooms and could easily contribute to
in-class discussions.
Design some midterm quizzes and final tests with other teaching partners together. All those questions
are designed appropriately to assess students' understanding of the course concepts and their abilities to
apply those concepts. Questions were neither too tricky nor too easy. Students' feedback were also good
on the exams.

Teaching Assistant, 01/2019 - 03/2019

Taiyuan YiSheng Legends Co.
Taught 20 Pre-K students English speaking. I mainly used the Colb Cycle and TPR during speaking
classes. The Colb Cycle and TPR motivated students a lot. Based on after-class interviews with students'
parents, about 85% of students decided to continue learning English.
Ensured students' physical safety and did some singing and dancing activities together so they could
always keep concentrating on the lessons.
Finished other assigned tasks, including but not limited to advertising our classes to new students,
making study plans for students, and attending team teaching meetings organized by my leader.

PROJECT EXPERIENCE
Course Design for British Westminster School
from Jun. 2021 to Sep. 2021

Description:
In-depth study of the British education system and curriculum requirements, design suitable courses for
Westminster College in the UK, and promote the all-round development of students.

Responsibilities:
1. Search and deeply study relevant literature, and be familiar with British educational concepts and
curriculum examination requirements.
2. Provide the project tutor with experience on a regular basis, including opinions and opinions on the British
education system, and report the progress of curriculum design to him on a regular basis.
3. Provide a corresponding demand analysis report, environmental analysis report, and course evaluation
system for the designed course.
4. Participate in group meetings on a regular basis, put forward corresponding amendments to the existing
public courses, explain the reasons, and carry them out in the form of speeches.

OTHER EXPERIENCES
Founder and vice President of Chinese Students in Education Sciences at UCI (CSES-UCI) club. Mainly
responsible for activity planning, scheme reviewing, recruitment and copywriting reviewing, etc. At the
same time, I cooperated with the chairman to coordinate the operation of various departments of the
Student Union. I was also responsible for contacting professors majoring in education to hold regular
academic lectures and special conferences on doctoral applications. I was also responsible for
supervising and coordinating the implementation of recruiting new recruits and controlling the overall
progress.
Founder and Minister of External Relations Department. Mainly responsible for recruitment, organizing
department meetings, assigning tasks, coordinating different members, contacting professors to hold
seminars on different topics and areas, and advertising our clubs with other members.