As a peer educator, my responsibilities include but are not limited to advising, mentoring, and supporting new undeclared engineering students throughout their first quarter at the University of Washington. To do this, I teach and help refine the GEN ST 199 curriculum to lead more meaningful discussions and class activities.
Instruction
Transitioning from high school to college can be extremely difficult for some, and barely noticeable to others. I believe the extent to which a student feels the difficulties of this transition will be based off of how well they have been prepared for it based off of Schlossberg’s Transition Theory (the four S's). By evaluating one's "Situation", "Self", "Social support", and "Strategies" students can be better prepared to tackle the issues that they can predict they may have a lower likelihood to overcome. In a broader sense, my typical recommendation to incoming students is to always read their emails, in order to be better connected so that they can start building relationships with the people and organizations that can become their support system through their inevitably trials and tribulations.
- Maya Angelou -
“When you learn, teach, when you get, give.”
Engineering Peer Educator (EPE)
Leadership
With the change in the College of Engineer's admissions process to the new "Direct to College" model, students are more confused than ever on how to succeed while at university. My goal in this position is to communicate with the Dean, College Council, and various engineering advisors to help guide students through their coursework while also giving them the chance to speak and be heard in a way that the university committee can hear and respond to in order to better the admissions process.
