GAP - To Lead or Not To Lead
Assessment, Evaluation, and Research
I collaborated on a research study examining how undergraduate leadership roles influence student success. My contributions included developing research questions, analyzing survey data, and integrating relevant literature to interpret findings. This artifact illustrates my ability to apply assessment and research practices to investigate student experiences, draw evidence-based conclusions, and support informed decision-making, reflecting key aspects of the Assessment, Evaluation, and Research competency.
Academic Poster
Social Justice and Inclusion
I created this poster with a classmate to examine the experiences of students with learning disabilities. My contributions included researching the population, defining key terms, outlining historical context, and identifying implications and inclusive strategies for campus practice. Through this work, I applied social justice principles by highlighting systemic barriers and inequities, and considering ways to foster more equitable and supportive environments for students.
Assessment, Evaluation, and Research
GAP - To Lead or Not To Lead
This GAP project was a collaborative research study examining how undergraduate leadership roles influence student success. Our team developed and investigated questions about students’ perceptions of leadership and variations across positions. I contributed to the research process through question development, data analysis, and integrating scholarly literature to support our findings. This artifact demonstrates my ability to use research and assessment practices to understand student experiences and inform data-informed decision-making, aligning with the Assessment, Evaluation, and Research competency.
Environmental Observation Assessment
Organizational & Human Resources
I observed my graduate assistantship site using physical and organizational frameworks alongside the CECE Model. Through this process, I analyzed how the building’s layout, shared spaces, and organizational structure influence student experiences, staff collaboration, and the department’s ability to carry out its mission. I also examined internal processes such as programming, team dynamics, and feedback practices to identify both strengths and areas for improvement. Applying these models allowed me to evaluate how resources, structures, and environmental factors shape organizational effectiveness and inform strategies for supporting student success.
Expressions of Wellness - Art Prompt
Student Learning and Development
Expressions of Wellness is a monthly event series I facilitate that uses art therapy–based prompts to support students’ exploration of wellness. Each session includes a guided prompt, adapted from research and existing art therapy practices, along with space for free-form art creation and discussion. In developing and leading these sessions, I create opportunities for students to reflect on their identities, emotions, and personal experiences in a structured yet flexible environment. This work centers student learning and development by encouraging self-awareness, reflection, and personal growth through intentional program design.
Study Hubs - Study Night Flyer
Student Learning and Development
Study Hubs is an initiative I created to connect students in high-demand courses, providing opportunities to form study groups, share strategies, and collaborate on study materials. As part of this initiative, I also organize monthly Study Nights scheduled around exam periods, creating structured spaces for students to study alongside peers and build connections in person. Through developing and facilitating this program, I support student learning by encouraging collaboration, skill-building, and academic engagement, while also fostering a sense of community among participants.
EDUC-U215 Syllabus
Student Learning and Development
I taught discussion sections for EDUC-U215: Foundations for Student Success, a course for HHSP scholars, using a syllabus developed by the program director. While the structure was provided, I contributed by developing lecture content with the instructional team and facilitating discussions. My role included engaging students in reflection, leading conversations on academic and personal development, and helping them connect course material to their experiences. Through this work, I supported student learning by fostering critical thinking, self-reflection, and a stronger transition to university life.
Multicultural Ground Rules
Social Justice and Inclusion
I use the Multicultural Ground Rules, developed and amended by the U215 instructional team, in the first discussion session of the semester to establish expectations for respectful and inclusive conversations. I periodically refer back to these guidelines to maintain a supportive environment where all students feel valued and heard. By implementing and reinforcing these norms, I help create a classroom culture that acknowledges diversity, encourages equity, and promotes thoughtful dialogue. This artifact demonstrates my commitment to fostering inclusive learning spaces and applying social justice principles in student interactions.
Technology
TFS Module Page
I developed the Transitions for Success Canvas module to provide incoming HHSP scholars with an overview of scholarship requirements and foundational skills for success at college. The module was designed to support students who could not attend the live Zoom orientation by providing asynchronous access to the content. This artifact is one page from that module, included as an example of the instructional design and technology used. Through this work, I leveraged educational technology to create accessible, structured learning experiences that support student preparedness and engagement.
Coach Observation Form
Advising and Supporting
As a student coordinator at the Bepko Learning Center, I observed recorded academic success coaching sessions and participated in a coordinator meeting to provide feedback. My role involved analyzing the coaches’ strategies, identifying strengths, and suggesting improvements to enhance their interactions with students. Through this process, I applied observation and analysis skills to offer meaningful feedback, supporting the coaches’ professional development and effectiveness in guiding students. This work reflects the Advising and Supporting competency by demonstrating my ability to strengthen student support through structured evaluation and collaborative guidance.
Weekly Goal Form
Advising and Supporting
I developed a Weekly Goal Form for academic success coaches to use with students during the goal-setting portion of each coaching meeting. The form helps students define clear objectives, plan actionable steps, anticipate challenges, and reflect on progress. By providing a structured tool for this part of the session, I supported both student accountability and coaches’ ability to guide focused, goal-oriented conversations. This artifact demonstrates the Advising and Supporting competency by showing how thoughtfully designed resources can enhance student development, reinforce skill-building, and strengthen the advising process through consistent, intentional practice.