B
n e s n e t r a M a n n a i r B
Brianna Martensen
About Me
Bachelors in Interior Design Business Administration Minor Washington State University brianna.martensen@gmail.com 425-736-4910
This industry is about creating. Most importantly, it is about creating relationships while producing clients dream spaces. I have the best job in the world and am lucky enough to get to establish extremely personal relationships with people and help make their visions a reality.
Design Philosophy
Residential
Painterly Space
Commercial
Retail Design Competition Pufferbelly Depot Audian Theater Old Valley Schoolhouse
Content
Design Research
PCEI - Playscape Webster Geology Museum 2013 Webster Geology Museum 2014
Art & Graphics Awards
Novice Award WSU Magazine Article
Resume
Painterly Space
Weaving strips of color illuminating through the boundary walls bring a sense of warmth yet wonder as to what is beyond what you can see.
This open space, where the light from outside shines in through the transparent colored glass that is the main faรงade, creates a sense of imagination and thought.
Stairs
Imagine & Inspiration Area Bathroom Kitchen
Relaxing Area
Commercial Design
Seeds Retail Design Space
Janitor Closet & Stock Room
Exit/ Receiving
Employee Lounge
Restroom
Cash Wrap Each area in the store is considered a pod. Each pod is a representation of all of the seeds within the store.
Waxing Center
Top 10
Gifts & Hair The layout of the store is designed around the idea of creating multiple areas for the customer to explore within a shell in order to create the feeling of protection.
Blow Bar
Accessories Whats New
& Nails
Eyes & Face
Facial & Skin Treatment Center
Skin
Fragrance & Tools
Interior Elevations
North Wall Elevation
East Wall Elevation
Color and Finishes Paint Selections
Pendant Lighting
Pod Materials
Wood Flooring
Dark Wood Furniture
Fabric
Cork Cash Wrap
Glass Cash Wrap
Trim Style
Pufferbelly Depot Adaptive Re-use
Design Inspiration “I am influenced by the bright colors and inflated shapes found in comic books and toys, and by the playful spirit of the unconscious mind. While creating each piece, I try to balance the fluidity of hot glass with the sense of wonder and fun I felt the first time I gathered from the furnace.� - Nancy Callan Nancy Callan Artist Inspiration
The lines, curves, and figures give the bench a sense of character and can be interpreted many ways. With the way the lines are horizontally symmetrical and the curves are vertically proportionate it creates a sense of balance and unity. Train Depot Bench Design Inspiration
Design Inspiration
Bar Stool Fabric
Textured Wall Covering
Inspiration Bar The bar section of the space is the home for the parti design that I personally hand crafted to represent pieces of both of my inspirations.
Bar Shelving Material
Reception and Lobby
ADA Acessible Guest Room
Inkeeper Residence
Kitchen
Gallery
Lobby
Dining
ADA Bathroom
ADA Bedroom
Bar
Reception Business Center Library
Inkeeper Residence Utilities
Audian Theater Adaptive Re-use
South Elevation
Scale: Not to Scale
Dining Area
Lounge Area
Office
Dining Area Prepare
Ramps Theater Seating
Wash
Cook Main Floor Bar Serving
Dining Area
Stage
Storage
Dining Area
Ramps Lounge Area
Dining Area Womens Bathroom Mens Bathroom
Main Floor Furniture Plan
Balcony Bar
Men’s Bathroom
Women’s Bathroom
Balcony
West View of Stage Games Area
Balcony Furniture Plan
Adaptive Re-Use The goal of creating this space is to make it a welcoming place for people of the Pullman community where they can come and relax while having the option of being in a restaurant or a bar or even a study space.
North View of Dining Area
Other uses for the space include a place for the Pullman community to come watch football games, have a place to dance and have a good time, relax, as well as have a place to sit down and watch movies on the large projector that will be on the main focus wall of the building.
Color and Finishes
Theater Chair Fabric
Balcony Chair Fabric
Maple Wood Flooring
Main Wall Color
Accent Wall Color
Wall Light Sconce
Brown Leather Sofa Fabric
Dining Chair Leather
Render By: Ashley Arnold
Old Valley Schoolshouse Adaptive Re-use
Learn from the PAST. Live in the PRESENT. Plan for the FUTURE. Upper Level Floorplan
Needs: - ADA - Grab bars
Featured exhibit / immersion room
Bathroom
Temp. Exhibit
Desk w/ comp. Book shelves/ files 3’ wall for privacy Cash register
3D piece
Time-line running
Past
throughout
Table of trinkets Display shelves
Donor Wall
Fastened to the wall interwoven with time line; information: - founders - how the town got started Town info. - pictures of the old town & flyers - what was in the town - companies in the town
(back then)
Lower Level Floorplan Mural of Colville River Computer Station Emblem of school mascot
History of river Companies Pictures of mining in Valley Tools used to mine
Present
History of logging Pictures of people mining (scrapbook) Interactive silica
Graduates over the years - pictures
Future
Downstairs
storage
Silica Exhibit - History - Extraction Process - How and where its used today
Large work sink Electrical Panel transfered from upstairs
The theme of “Past – Present – Future” is the guiding principle for the overall design of the museum. This theme not only helps to carry the visitor through the space in a logical flow but also enhances their overall understanding of the rich history of Valley.
Goals
The Little White School House will collect and preserve materials related to the history and cultural of Valley Washington and use them to interpret and to create exhibits that will be on display for the public, and particularly the citizens of Valley.
Mission
The mission of the Little White School House is to preserve and promote the rich history of Valley, WA, through programs and educational experiences that enhance historical perspective and builds on community pride.
Design Priorities
The school house is an icon for rural America and ties history together and can play a role in showing how education has expanded in their area and has come full circle. The community wants and needs a place that allows their heritage to be displayed all in one place.
Design Research
Collaboration Between Designers And Children To Produce A Natural Playscape K. Ryan, L. Bruya, C.J. Woytovech, B. Shumate, A. Woytovech, B. Martensen, A. Malkusak, & J.A. Sievers Washington State University Academic Showcase 2013
ABSTRACT
INTRODUCTION
METHODOLOGY
EMERGENT THEMES
The intention of this study was to initiate the development of a playscape design theory to facilitate the developmental needs of children. The study determined emergent themes across three sources of information.
After a report of interaction with children which stimulated children’s drawings (Figure 1) about the natural playscape, student teams worked in a participatory design workshop (Figure 2) and incorporated the child’s view of play (Luck, 2007). University students identified concepts and specific natural installations that met the expressed interests of the children and the environmental educators (Fjùrtoft & Sageie, 2000) and developed design drawings (Figure 3).
A mixed methods approach was used. Population. Children (ages 6-10 years; n = 6) completed drawings of the playscapes. University students (n = 33) responded to the children’s drawings (Keeler, 2008) and interpreted the same physical site using a site visit and analysis. Three recording techniques were used to generate themes. Included were: #1) children’s drawings, #2) university student drawings, and #3) university student written responses. Data sets #1-2 were coded using content analysis according to three aspects of each drawing: 1) depiction (what was drawn), 2) activity (the action depicted in the drawing), and 3) word association (related to intention or action of the depiction or activity). This information was identified in terms of five categories. These included 1) gross motor skills, 2) fine motor skills, 3) cognitive skills, 4) sensory skills, or 5) multiple occurrences (categories derived from selected parts of Krathwohl, Bloom, & Masia, 1973). Data Set #3 –was divided into the same five skills categories on the data recording sheet. Multiple occurrences were designated as a combination of any or all of the four preceding categories. Reliability between data coders was determined using content analysis. Discrepancies were resolved by coders until 100% (Krippendorf, 2004). Frequencies of occurrence for each category were totaled across the three data sets (see Figure 4). Each data set (children’s drawings, student drawings, student writing) was coded separately. Emergent themes were determined by consolidating across categories. The most salient themes were determined through frequency and type across the three data sets.
As analysis proceeded through identification of trends, patterns, and differences (Krippendorf, 2004), five themes emerged. Emergent themes were 1) Visual, 2) Auditory, 3) Movement, 4) Semi-enclosed Spaces, and 5) Natural Elements. These themes were considered emergent as a result of frequency within and occurrence across data sets.
Guiding Question: Were design themes defined by data sets? Data sets were: 1) children’s drawings, 2) university student drawings, and 3) university student written comments. Children (ages 6-10 years; n=6) completed drawings of their ideal natural playscape. University students (n=33) responded using the children’s drawings and a site visit. Data Set #1 and Data Set #2 were coded using three aspects of each drawing: 1) depiction, 2) activity, and 3) word association. Five categories were used to sort information in each aspect: 1) gross motor, 2) fine motor, 3) cognition, 4) sensory, or 5) multiple category. Data Set #3 was sorted using five skills categories for each aspect. Coders were trained to interpret drawings and word associations. Reliability required 100% agreement between two coders. Five emergent design themes during the collaborative process included 1) Visual, 2) Auditory, 3) Movement, 4) Semi-enclosed Spaces, and 5) Natural Elements. The content analysis resulted in the identification of unified ideas or themes between subject populations (children and university students) and across data recording techniques. The unified ideas or emergent themes that followed collaboration processes provided theoretical direction to design of the playscape natural components as evidenced by the university student final drawings and prototypes. This study identified successful methods of incorporation of the child’s views through drawings and site visit.
Content analysis (Merriman & Guerin, 2006) of three data sets was incorporated as a part of this qualitative process. These data sets included: 1) children’s drawings, 2) university student drawings, and 3) university students writing. The focus of this study was to determine if themes emerged across these three sources of information. Guiding Question: Did representations of play activities by children and university students define unified ideas or themes between populations and across data recording techniques?
Figure 4. Data points from all data sets (children drawings, student drawings and writing) were organized into five distinct themes based on frequency count.
CONCLUSION/IMPLICATIONS The collaborative process incorporated child identified important aspects of play. The university students worked in cross-disciplinary teams to accommodate educational goals, age-appropriate play behaviors (Schappet, Malkusak, & Bruya, 2003), and outdoor play experiences expressed by children using drawings. The unified ideas or themes that followed collaboration processes provided theoretical direction to design of the playscape natural components as evidenced by the university student final drawings.
REFERENCES Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications. Fjùrtoft, I. & Sageie, J. (2000). The natural environment as a playground for children: Landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48,(1-2), 83-97 Keeler, R. (2008) Natural playscapes: Creating outdoor play environments for the soul. Redmond, WA: Exchange Press. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the classification of educational goals. Handbook II: Affective domain. New York, NY: David McKay Co., Inc. Krippendorf, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks, CA: Sage. Luck, R. (2007). Learning to talk to users in participatory design situations. Design Issues, 28(3), 217-242 Merriman, B. & Guerin, S. (2006). Using children’s drawings as data in child-centered research. The Irish Journal of Psychology, 27(1), 48-57. Schappet, J.A., Malkusak, A., & Bruya, L.D. (2003). High expectations: Playgrounds for children of all abilities. Bloomfield, CT: The National Center for Boundless Playgrounds.
Author affiliations:
School of Design + Construction, Interior Design K. Ryan, B. Martensen* College of Education, Department of Educational Leadership & Counseling Psychology C.J. Woytovech*, L. Bruya, B. Shumate*, A. Woytovech* Abundant Playscapes Inc., Iowa City, Iowa A. Malkusak College of Education, Office of Graduate Studies J.A. Sievers * denotes undergraduate student
Figure 2. Students worked in cross-disciplinary teams.
Figure 3. Student drawings of playscape components based on site visit and evidence interpreted from drawings by children.
PCEI Playscape Palouse-Clearwater Environmental Institute Showcase for Undergraduate Research and Creative Activities
SURCA 2012
Figure 1. Children drew pictures of their ideal play area based on the question: what do you like to do outside?
For a playground to be considered a “playscape� the space should be as natural as possible, with as little man made components as possible. Using native plants, rolling hills, lots of trees; playscapes represent a natural place such as a forest. Playscapes are designed with the intent of bringing children and people back to nature. Playscapes offer a wide range of open-ended play options that allow children to be creative and use their imagination.
Webster Geology Museum Showcase for Undergraduate Research and Creative Activities
SURCA 2013
The intent of this project was to understand cross-disciplinary collaboration and engagement through a workshop involving design, geology and environmental sciences students. A mixed methods approach was utilized for this research. The design students completed surveys on confidence and engagement before and after the workshop. The surveys included likert-scale questions on: 1) Interdisciplinary Knowledge and Awareness 2) Self awareness and Efficacy and open-ended questions on how the participatory workshop impacted their experience in cross-disciplinary collaboration.
Interior Design 101 December 2013
Design and Proto-typing for this Generation Author: Brianna Martensen Faculty Sponsor: Kathleen Ryan Faculty Mentor: Diane Wilford
Interior Design School of Design + Construction College of Agriculture, Human and Natural Resource Sciences College of Engineering and Architecture Washington State University
Science and Design
Abstract
Background
Problem
The practice of design in informal learning environments is best received by users when multiple disciplines work together. The intent of this project was to improve user interaction within a space through the use of cross-disciplinary collaboration and engagement through workshops involving undergraduate students in interior design, and graduate students in geology and physics. The workshops addressed the redesign of an existing geology, environmental sciences and physics exhibits in an academic setting on a university campus. The redesign was driven by an observed lack of visitor interaction although the exhibits are in a well-traveled area. Informal learning allows people to interact and learn in an independent environment.
research and information gathered, each design team worked together to create a redesign for the geology and physics exhibit space.
Participating student teams developed different strategies for interpretation based on understanding that “telling a story” is an engaging format that promotes visitor interaction. Each group individually collected data of the space by observing daily traffic patterns, number of students interacting with the exhibits, tracking the time that people spent in the space, and reviewing physical aspects of the space such as electric and daylighting. The science disciplines contributed the context for the ‘story’ that the disciplines would like to portray and provided critical reference points for the future exhibit designs. From all of the
The design students produced proto-type interpretive graphics and hands-on exhibits, and installed them in the space. These proto-type exhibits will allow for observation of user interaction after the change. This phase of the project is essential to evaluate how effective the new interpretive exhibits are, in order to proceed to the next phase of the exhibit/entry hall. The implementation of new designs that respond to informal learning strategies allows individuals to view through the lens of an expert in another discipline.
The importance of this redesign is to improve the user interaction within this informal learning space but also be able to provide the user with useful information as to what is going on within the walls of the building, and be engaged in the science content.
There has been very limited use in the Webster entry space on Washington State University’s campus. The building’s entry currently displays information and samples that have not been changed for more than ten years and are in desperate need of some redesign to interest visitors to interact with the space. The space receives little traffic other than as a pathway to classes or offices in the building. The main problem of the space is that the information is not being portrayed in an engaging format so that visitors quickly pass by. The purpose of this ongoing design work and research is to understand the needs of the visitors and the occupants of the building in order to create a space that invites everyone to learn and have interest in what takes place within the walls of the building.
Since there is a great deal of information in each of the cases that are on display but no visitors, it was our intent to improve the visitor usage of the space. It is easy to fill a large entry with objects and displays but the purpose of this re-design is to involve the visitors in the happenings that go on within the building. It may be at a small scale and just an introduction to what goes on, but it at least lets the visitors feel as though they are welcome to learn in the building.
Method
Freshman 2012: The process of approach has been a two year long process. The beginning stages of the project involved freshman of 2011 who participated in a design charette with geology, environmental science and faculty and staff that worked in the building. These nondesign individuals were labeled as “experts” in their discipline. The freshman class was then placed into groups with at least one expert from each discipline so that they could develop a main goal for the display area. After each group came up with their “Big Idea” everyone met together to present their ideas for a case re-design.
Juniors 2013: The junior design student class was divided into two large groups in order to come up with a re-design proposal for the geology exhibit in Webster. They met geosciences staff in the building to find out what information and interpretation was important for both the students and the faculty. The two large groups took 3 weeks to come up with their designs after doing research, light mapping and observations and mapping on traffic patterns. Students developed full-scale interpretive graphic presentations and temporary interactive exhibits in the first step in soliciting feedback from faculty and students that pass through the space.
Exhibit Label Proto-types
Environmental Science
Individual Group Program Documents
Group 1 Program Document members: Ashley Arnold Brianna Martensen Brittnay Linn Emily VanDyke Green Yang Ko Nishimura Shawna Kelly Tamara Upton Whitney Roberts
Interactive Learning
Geology
Webster Hall Exhibit
Posters located to the left
Showcase for Undergraduate Research and Creative Activities
SURCA 2014
The purpose of this project was to improve the visitor interaction with the exhibits. It is an opportunity to gain the interest of prospective students, and those that use the building daily. The individuals that work in the building work on multiple innovative science fronts. This space will allow for everyone entering in the building to get a better understanding of what goes on within the walls of Webster.
Posters located above
http://cdn.media.discovermagazine.com/~/media/Images/Issues/2013/Jan-Feb/earths%20layers.jpg
Conclusion
tibihxe retsbew
Webster Geology Museum
Taryn Blache Alicia Brandkamp Taylor Brock Kimberly Cox Lue Huang Liz Jurgeleit Ellie Lokken Megan Pharmer Marit Pinkoske
webster exhibit
Group 2 Program Document members:
Aging of a Star
destinationofmarvel.blogspot.com
A star’s life is long compared to a human, but we can see the stages of stellar birth, aging, and death in the heavens. They follow a pattern similar to many of the life cycles we see here on earth. When stars are born, they “grow up,” exist many years, and then they die. There is an exciting battle between the force of gravity and gas pressure that makes it exciting and potentially explosive!
tvlistings.zap2it.com
The Big bang
123rf.com
shtfplan.com
It all started with the big bang!
Life of a Star Stellar Nebula
Massive Star
Average Star
The Big Bang Theory Our whole universe was in a hot dense state, Then nearly fourteen billion years ago expansion started. Wait... The Earth began to cool, The autotrophs began to drool, Neanderthals developed tools, We built a wall (we built the pyramids), Math, science, history, unraveling the mysteries, That all started with the big bang! “Since the dawn of man" is really not that long, As every galaxy was formed in less time than it takes to sing this song. A fraction of a second and the elements were made. The bipeds stood up straight, The dinosaurs all met their fate, They tried to leap but they were late And they all died (they froze their asses off) The oceans and Pangea See ya wouldn't wanna be ya Set in motion by the same big bang!
Red Giant
Red Supergiant
Planetary Nebula Supernova
White Dwarf Neutron Star
Black Hole
It all started with the big BANG! It's expanding ever outward but one day It will pause and start to go the other way, Collapsing ever inward, we won't be here, it won't be heard Our best and brightest figure that it'll make an even bigger bang! Australopithecus would really have been sick of us Debating how we're here, they're catching deer (we're catching viruses) Religion or astronomy (Descartes or Deuteronomy) It all started with the big bang!
mikesastrophotos.com
Music and mythology, Einstein and astrology It all started with the big bang! It all started with the big BANG!
Custom Design Graphics for new case displays
Author: Brianna Martensen There has been very limited use in the Webster entry space on Washington State Faculty Sponsor: Kathleen Ryan University’s campus. The building’s entry currently displays information and samples Faculty Mentor: Diane Wilford Interior Design that have not been changed for more than ten years and are in desperate need of School of Design + Construction some redesign to interest visitors to interact with the space. The space receives little College of Agriculture, Human and Natural Resource Sciences traffic other than as a pathway to classes or offices in the building. The main problem College of Engineering and Architecture Washington State University of the space is that the information is not being portrayed in an engaging format so that visitors quickly pass by. The purpose of this ongoing design work and research is to understand the needs of the visitors and the occupants of the building in order to create a space that invites everyone to learn and have interest in what takes place within the walls of the building.
Group 2 Members: Group 1 Members:
Taryn Blache Alicia Brandkamp Taylor Brock Kimberly Cox Lue Huang Liz Jurgeleit Ellie Lokken Megan Pharmer Marit Pinkoske
Ashley Arnold Brianna Martensen Brittnay Linn Emily VanDyke Green Yang Ko Nishimura Shawna Kelly Tamara Upton Whitney Roberts
Color and Pattern Project
Dream Space Rendering
Room Project Model
Chair Drawing and Render
Custom Fabric Pattern
Fresco Painting Project
Floorplan Rendering
Arts & Graphics Mosaic Project
Novice Award SURCA 2012
Showcase for Undergraduate Research and Creative Activities Arts and Design Category Presenters: Brianna Martensen and David Hewitt
May 23, 2012 Dear Mr. and Mrs. Auvil I would like to say thank you so much for allowing the wonderful opportunity to receive the Novice award in the category of arts and design at Washington State University for SURCA. This award gives recognition to the work that Kathleen Ryan, David Hewitt, the Interior Design Student Council, Landscape Architecture Club, Construction Management club, Kinesiology discipline and myself did during the 2012 school year. This project was brought to us by the Palouse-Clearwater Environmental Institute (PCEI) located in Moscow, ID. PCEI asked the group of young designers to develop ideas of an interactive and fun natural playground for their facility. We developed ideas to meet both play behavior outcomes and appropriate sensory motor skill development for young children, as put forth by the expertise of the kinesiology discipline. The design workshop united community members and university students from several disciplines in the development of a playscape master plan featuring multiple play nodes for a rural landscape. The design workshop as a whole was successful in allowing students from multiple disciplines to work together, mirroring a cross-disciplinary project in the professional design world and end with a product that will influence the lives of many children. This project has personally allowed me to achieve a higher level of understanding of other disciplines’ skills and expertise in the real world while giving me hands on experience at designing an outdoor space. Not only was it a great experience to be a part of but also the honor of receiving the novice award and given the opportunity to share what we have worked on with PCEI was so wonderful and I thank you so much for the opportunity and the confidence and support in our goals and abilities.
Awards
Aside from the work with the other design disciplines, I personally am working towards my Bachelors in Interior Design and Minor in Business Administration. This past year I have been the President of the Interior Design Student Council in Pullman and will continue with the club in my future years at Washington State. As a department, the students, including myself, have been given the opportunity to give their time and help habitat for humanity in Whitman County. Other than being involved with great non-profit organizations inside the Design department, I have also been a part of the Kappa Alpha Theta Sorority for the last two years where I have had the opportunity to work with the CASA organization to raise money for children in unfortunate living situations. Through all of these experiences these last three years at Washington State, it has continually inspired me to do more and give back as much as I can. Looking ahead to when I graduate Washington State University, I plan to return back to my hometown in order to work for my father’s construction company, D. A. Martensen Construction, and then once he is settled I plan to travel a tad bit, finances permitting, and then work for a design or architectural firm specializing in sustainability. I love what I do and want to continue seeing and living midst the beautiful trees and wildlife and sustainability is an important piece that plays into keeping our world beautiful. Once again, thank you so much for this opportunity to receive the Novice Award and generosity not only to myself but Washington State as a whole. Sincerely, Brianna Martensen
Whether in support of scholarships or life-changing research, your investment matters. Thank you.
campaign.wsu.edu
B E C A U S E
T H E
W O R L D
N E E D S
–Brianna Martensen (’14 Interior Design; Business)
I D E A S
in my abilities and the inspiration to publicly showcase my work. Thank you for recognizing my potential.”
B I G
“Thank you for my first scholarship. It has given me more confidence
B
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Brianna Martensen 2457 238th PL NE Sammamish WA 98074 425.736.4910 brianna.martensen@gmail.com
Education
Washington State University, Pullman WA (May 2014) B.A. Interior Design (Dec. 2013) Business Administration Minor
Eastlake High School, Sammamish (June 2009) High School graduate
Software Experience (PC and Mac) Revit AutoCAD Google Sketchup Adobe Indesign CC Adobe Photoshop CC Adobe Illustrator CC Microsoft Office Suite Graphic Design
Design Specialization Courses Codes Web Design Construction Detailing Interior Design Studios Architectural Communications Qualitative Research Methods Organization Involvement
Member of NEWH Network of the Hospitality Industry
Active member of Kappa Alpha Theta Alpha Sigma Chapter Washington State University
(Aug 2010 - Current)
Design-related Experience
Design Research/Analization (Jan. 2010 - May 2014) Qualitative and Quantitative Research SURCA Presentation Award Winner CAHNRS Student Senate Representative (Sept 2011 - 2013) Interior Design Representative Interior Design Student Council (Sept 2011 - May 2012) Club President Maintain Membership Duties Organize events Habitat For Humanity (Oct 2009 - 2014) Volunteer: wall construction Design work
Professional Experience
Student Internship Dallas Design Group, Interiors (Sept. 2013 - Dec. 2013) Web and Business Assistant & Design Consultant Graphic and Web Design DA Martensen Construction (May 2010 - Current) Interior Design Consultant, Intern Build displays & assist customers Heartland Interiors (May 2010 - Aug 2010) Sales Associate Nordstrom (June 2010 - Oct 2011) Retail worker & Cashier Customer Support Athletic Supply Corp (Oct 2007 - April 2008) Office Assistant & Secretary Work Randall Eggert Oral Surgery (June 2007 - Aug 2008)
Resume