INTERNSHIP SPOTLIGHT

LAS 399: Leadership and Professional Development

In the LAS 399 internship, I served as a LAS 101 Teaching Intern, guiding a cohort of 26-30 students through their first 8 weeks of transitioning from high school to university life.

Learning Objectives from the internship include the following:

Implementing weekly lesson plans and facilitating meaningful discussions
Recognizing and addressing the individual needs of a diverse group of new students
Modeling the design thinking mindsets (Inquire-Engage-Create)
Reflecting on the leadership skills and professional development gained through the LAS Intern Experience
Using this experience to ideate future academic, professional and personal opportunities
Learning to balance academic and personal responsibilities while promoting your and others’ wellness.

Bringing Lessons to Life every week

Objective: Implementing weekly lesson plans and facilitating meaningful discussions

One memorable lesson that truly brought the class to life was the "Creating Communites and Finding Resources" (3rd week lesson plan) class. I decided to change my teaching style and adapt to the students in my class during this week. I introduced an interactive approach my dividing the class randomly for each discussion and allowing each group with a new set of individuals to present their perspectives.

As they shared their aspirations and concerns about exploring different resources on campus, I noticed an immediate shift in the energy of the room and with new randomly assigned groups, students who were typically reserved began speaking up, sharing their thoughts in class debriefs. To keep the momentum, I structured the session with guiding questions as well as fun crossword activity for commonly available resources on campus. This allowed each group to build on each other's insights and offered a framework that kept the conversations productive.

This lesson, set the foundations for future discussions in the class, eventually helping all the students open up. I myself learned the importance of creating an inclusive and structured environment where everyone feels valued. I truly understood that engaging students isn't just about delivering the content in the lesson plan but about crafting an experience that encourages them to connect with the material and with each other. This approach helped me plan all my future lessons keeping in mind ways to consciously foster this mindset among students, some weeks I did fun icebreakers to help them open up, while in others I would have follow up debrief questions, opportunities for them to voice their concerns during class discussions and finally a safe space for the students to share their feelings and thoughts.

Finding the Unique in Every Student

Objective: Recognizing and addressing the individual needs of a diverse group of new students

The one-on-one meetings were a crucial component of teaching the LAS 101 class. It allowed me to connect with students on a personal level and better understand their individual needs, concerns and goals. These sessions provided a safe space for students to express any challenges they faced, both academically and personally, as they transitioned into college life. It also gave me an opportunity to bring up my concerns about their participation and engagement in class and help them ease into the environment in not only the class but the university in general. Through thesse conversations, I gained insight into their diverse backgrounds, learning styles and unique aspirations, which helped me tailor my teaching approach to support each one of them effectively.

For instance, I discovered that some students struggled with the social adjustments of college life and making friends in a new atmosphere. These meetings enabled me to offer personalized advice to each students, connect the with campus resources and encourage them in ways that resonataed with their individual experiences. Some students also were especially not confident about their career prospects and academic inclinations towards their major, being unaware of the LAS advising resources available for them.

I personally believe that by the end of the class, I had a different yet beautiful relationship with each student in the class, with a sense of trust among us. Every student has a unique journey that they unravel for themselves in college and being an aid in this process of empowering them to navigate the challenges of their first semester with confidence was definitely fulfilling for me.

Growing Leadership Skills, Embracing Growth

Objective: Reflecting on the leadership skills and professional development gained

This internship experience was an eye-opener in understanding the nuances of effective leadership. I learned that leadership is about empowering others by setting a tone of trust, inclusivity and accountability. One of the most valuable skills I developed was the ability to actively listen to my students, understanding their needs and adjusting my approach accordingly. By creating an open environment, I encouraged students to voice their perspectives, which sstrengthened our class community and allowed us to explore a multitude of viewpoints.

Another critical insight was learning how to balance authority with approachability. I realized that while guiding students is important, it is equally essential to create a space where they feel comfortable askig questions and seeking help. However, striking the right balance was a challenge because I didn't want my approachability to be an excuse for lack of accountability among my students. Eventually, I figured my way around it and the balance allowed me to mentor effectively, demonstrating that leadership is about being present and supportive, along with being directive.

Reflecting on this role, I now see leadership as a journey of continous growth and evolution, adapting, learning, and striving to create a positive impact on others. This experience has equipped me with resilience, empathy and confidence to step into future leadership roles with a greater understanding of what it means to truly lead.

Finding Balance: Wellness and Responsibility in Harmony

Objective: Balancing academic & personal responsibilities while promoting your & others’ wellness

Balancing academic responsibilities with personal well being was one of the most valuable lessons I learned during my internship. At first, the demands of managing lesson plans, brainstorming engaging activities, preparing for class presentations, replying to student emails and fulfilling my own coursework alongside felt overwhelming. As the first few weeks went on, I realized that if I didn't actively prioritize wellness, both for myself and my students, I would quickly feel burnt out, which would impact my effectiveness and engagement.

To maintain this balance, I created a structured schedule and plan that helped me manage my tasks and allowed room for rest and reflection. This practice allowed me to be more present and proactivev in my interactions with students and I found that when I felt balanced I could bring a more positive, calm presence to our classes.

Additionally, to encourage the same among my students, we started off with an approach of weekly check ins included in the icebreaker time slot. I would start off with sharing about my week, giving them updates, and discussing self care strategies. I shared ideas for organizing tasks, setting achievable goals and reminded them to schedule downtime into their routines. One of the most impactful moments came when students shared their struggles with balancing expectations, leading to a discussion where everyone exchanged their own wellness practices. This collective openness created a supportive environment and reminded us that we were all navigating similar challenges. By promoting wellness as a shared goal, we fostered a sense of community and trust that strengthened our class dynamic.